Article2002

African Americans' Educational Expectations: Longitudinal Causal Models for Women and Men

101 citations0/0 files storedJournal of Counseling & Development

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Career Development and Diversity Higher Education Research Studies Parental Involvement in Education

Abstract

The long‐term educational development of African American adolescents was investigated using a national longitudinal sample. The dependent variable was the highest level of education that participants ever expected to achieve. These expectations were assessed when participants were 2 years beyond high school. Background variables and family variables were assessed when students were in the 8th grade. High school behavior variables were assessed when students were high school seniors. Path models revealed differing processes for women and men. Overall, effects of early academic performance variables were strongest, followed by effects of family variables and high school behavior variables. Implications for theory and practice are included.

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References

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Cited by

2015Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations: A multi-cohort study 2007Gender Differences in the Educational Expectations of Urban, Low-Income African American Youth: The Role of Parents and the School 2005Parent Involvement and Mathematics Achievement: Contrast Across Racial and Ethnic Groups 2005School related stress in early adolescence and academic performance three years later: the conditional influence of self expectations 2015Don’t aim too high for your kids: Parental overaspiration undermines students’ learning in mathematics.

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