When Parents Want Children to Stay Home for College

Turley, Ruth N. López

doi:10.1007/s11162-006-9017-4

Cited by 62 publications

(59 citation statements)

References 35 publications

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“…Additionally, the preference for having the child stay home to attend college is included as a measure of parents' willingness to sacrifice college expectations for family norms (Turley, 2006). Finally, whether these expectations by significant others translate into own educational aspirations is indicated by whether the student consistently planned to attain a bachelor's degree in both 1990 and 1992.…”

Section: Methodsmentioning

confidence: 99%

Beyond Access: Explaining Socioeconomic Differences in College Transfer

Goldrick‐Rab¹,

Pfeffer

2009

Sociol Educ

129

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University of Wisconsin-Madison. He received his master's degree for a cross-national comparative study of social inequality in educational attainment. His current work focuses on the effects of parental wealth in the individual status attainment process. AbstractReducing socioeconomic differences in college transfer requires a better understanding of how and why parental education, occupational class, and family income are associated with changing colleges. Building on prior studies of traditional community college transfer we explore relationships between those factors and two types of transfer among 4-year college students. Our results indicate that reverse transfer-the move from 4-year to community college-is more common among students from less-educated families partly because of lower levels of academic performance during their freshman year. Working Paper Series WP008: The Context of "Choice" in College PathwaysDownload at: http://www.wiscape.wisc.edu/publications/WP008 2 In contrast, students from advantaged backgrounds in terms of class and income are more likely than others to engage in lateral transfer-4-year to 4-year-which may reflect individual preferences for changing colleges rather than a reaction to poor academic performance. Implications for policy and practice are discussed in light of the fact that only reverse transfer is associated with lower rates of degree completion.

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Section: Methodsmentioning

confidence: 99%

Beyond Access: Explaining Socioeconomic Differences in College Transfer

Goldrick‐Rab¹,

Pfeffer

2009

Sociol Educ

129

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“…Turley (2006 and Desmond and Turley (2009) argue that familism among Hispanic adolescents and young adults may discourage them from taking advantage of available four-year college opportunities and predispose them to enroll in local community colleges from which comparatively few students then transition to and complete bachelor's degree programs. Ovink and Kalgorides (2014) challenge this conclusion, with more recent results using the same data source we also consider in this article.…”

mentioning

confidence: 99%

Mexican Ancestry, Immigrant Generation, and Educational Attainment in the United States

Morgan¹,

Gelbgiser²

2014

SocScience

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After introducing alternative perspectives on assimilation and acculturation, we use the 2002-2012 waves of the Education Longitudinal Study to model differences in educational attainment for students sampled as high school sophomores in 2002. We focus on patterns observed for the growing Mexican immigrant population, analyzing separately the trajectories of 1 st , 1.5 th , 2 nd , and 3 rd + generation Mexican immigrant students, in comparison to 3 rd + generation students who self-identify as non-Hispanic whites and students who self-identify as non-Hispanic blacks or African Americans. The results suggest that the dissonant acculturation mechanism associated with the segmented assimilation perspective is mostly unhelpful for explaining patterns of educational attainment, especially for the crucial groups of 1.5 th and 2 nd generation Mexican immigrant students. Instead, standard measures of family background can account for large portions of group differences in bachelor's degree attainment, with or without additional adjustments for behavioral commitment to schooling, occupational plans, and educational expectations. The broad structure of inequality in the United States, as well as the rising costs of bachelor's degrees, should be the primary source of concern when considering the prospects for the incorporation of the children of recent Mexican immigrants into the mainstream.

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“…Presumably, such factors are likely to be associated with a greater probability that individuals will undertake (Lüdtke, Roberts, Trautwein, & Nagy, 2011). Given that moving from the parental home to attend university has many benefits, and is an important step in developing independence (see Arnett, 2000;Conger & Little, 2010;Turley, 2006), higher Openness to Experience may predict more adaptive post-school transitions. Alternatively, parents and siblings represent critical and ongoing sources of social support, and moving away from home may introduce difficulties in accessing material and emotional resources from family.…”

Section: The Antecedent Effects Of Personality On Changes In Relationmentioning

confidence: 99%

Personality and Relationship Quality during the Transition from High School to Early Adulthood

2011

J Pers

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The post-high school transition period is believed to be associated with considerable changes in social networks, yet longitudinal studies documenting these changes are scarce. To address this gap, the current research explored 3 relevant issues. First, changes in participants' relationship characteristics during the transition from high school were examined. Second, the roles of personality traits as antecedents of these changes were studied. Third, the association between change in relationship characteristics and personality during the transition was explored. A sample of over 2,000 German emerging adults, surveyed before leaving school and then 2 years after the transition from high school, was assessed on personality traits and a multidimensional assessment of the quality of their relationships. Findings indicated that participants experienced mostly positive changes in relationship quality during the transition from high school and that antecedent personality at school was an important predictor of the nature of this change. Finally, change in relationship quality was found to be associated with personality change during the post-school transition. Findings indicated that personality traits may influence transition success and that change in relationships during this transition may influence personality development. The implications of the research for post-school transition success are discussed.The transition to post-high school life is a major developmental milestone marking the beginning of emerging adulthood and is associated with greater independence from parents and considerable change in established social networks (Arnett, 2000(Arnett, , 2006Côté, 2006;Oswald & Clark, 2003;Zarrett & Eccles, 2006). In particular, young people are faced with developing new social networks and the need to restructure existing networks formed during high school (Aquilino, 2006;Berzonsky & Kuk, 2000;Conger & Little, 2010;Fromme, Corbin, & Kruse, 2008;J. Parker, Summerfeldt, Hogan, & Majeski, 2004;Salmela-Aro & Nurmi, 1997;Tanner, 2006). This transition provides a context in which to explore several questions about young people's response to the relationship challenges of this major life transition. First, how do relationship characteristics change as individuals leave school? Second, do personality traits predict change in social networks during the transition from high school? Third, are changes in relationship characteristics associated with personality change in line with the social investment principle (Roberts, Wood, & Smith, 2005) Relationships in the Post-High School Transition PeriodThe move out of high school represents the beginning of emerging adulthood, and it is associated with a number of demands, opportunities, and stresses (Arnett, 2000(Arnett, , 2006Fromme et al., 2008;J. Parker et al., 2004; P. Parker, Martin, Martinez, Marsh, & Jackson, 2010;Roberts, Caspi, & Moffitt, 2001). This developmental period has come into prominence in the last 50 years, where young people from 18 to 30 show less c...

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When Parents Want Children to Stay Home for College

Cited by 62 publications

References 35 publications

Beyond Access: Explaining Socioeconomic Differences in College Transfer

Beyond Access: Explaining Socioeconomic Differences in College Transfer

Mexican Ancestry, Immigrant Generation, and Educational Attainment in the United States

Personality and Relationship Quality during the Transition from High School to Early Adulthood

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