ERIC Number: ED213544
Record Type: RIE
Publication Date: 1982-Mar-19
Reference Count: 0
Rural Alaskan High School Boys' and Girls' Attitudes toward Education.
Chu, Lily; Culbertson, Jeanne
Questionnaires were administered to 73 sophomore and senior high school students in 3 isolated rural Alaska towns (Adak, Unalaska, and Dillingham) to study the effects of socio-economic factors on rural Alaskan youth's educational aspirations and expectations. Because of a military-supported economy, Adak was a typical middle class American suburb. Its high school program was primarily academic, between 50-60% of its graduates attended college, and the high school dropout rate was only 1-5%. Fishing and seafood processing were the major sources of income in Unalaska and Dillingham. About half of Unalaska's population were Alaskan Natives. The Unalaska-Dillingham dropout rate was high, and chances for education beyond high school were almost nonexistent. Study results indicated that emphasis on academic preparation and further educational opportunities provided higher educational expectations for Adak youth, whereas lack of incentives for additional schooling severely limited the Unalaska-Dillingham youths' expectations. Those who were not ethnic minorities responded like those from Adak with medium levels of aspiration and expectation, whereas Alaskan Natives responded like those from Dillingham-Unalaska with low levels of aspiration and expectation. Alaskan Natives showed a much lower educational expectation and aspiration than any other ethnic group ever reported. No sex differences were found. (CM)
Descriptors: Academic Aspiration, Alaska Natives, American Indians, Comparative Analysis, Cultural Influences, Educational Attainment, Educational Attitudes, Ethnic Groups, Expectation, Females, High School Students, High Schools, Males, Rural Youth, Sex Differences, Socioeconomic Influences, Student Attitudes, Student Educational Objectives, Student Motivation, Whites
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Conference of the American Educational Research Association (New York, NY, March 19, 1982).