ERIC Number: EJ887121
Record Type: Journal
Publication Date: 2010-Apr
Abstractor: As Provided
Educational Aspirations among Low-Income Youths: Examining Multiple Conceptual Models
Berzin, Stephanie C.
Children & Schools, v32 n2 p112-124 Apr 2010
Although educational attainment of poor youths has risen in recent years, aspirations still remain below those of other youths. Multiple theories have been used to understand youth aspirations, although the frameworks have not been examined concurrently. The present study used data on 11,154 low-income youths collected with the School Success Profile to examine the influence of variables derived from status attainment, blocked opportunities, and social support theories on educational aspirations. Seventy-three percent of youths aspired to go to college. The final model suggested that variables from each framework--including gender, younger age, nonwhite race, stronger home academic environment, higher levels of parent-school behavior expectations, better academic performance, greater engagement in school, and higher levels of peer and parent support--are associated with higher post-high school aspirations. The analysis suggests that all three conceptual frameworks add to the understanding of what factors are related to youth aspirations. Understanding multiple mechanisms that improve aspirations can help social workers support low-income youths toward the goals that eventually lead to high educational attainment.
Descriptors: Low Income Groups, Poverty, Disadvantaged Youth, Social Status, Barriers, Access to Education, Social Theories, Gender Differences, Age Differences, Racial Differences, Family Environment, Parent Influence, Academic Achievement, Student Participation, Peer Relationship, Parent Child Relationship, Academic Aspiration, Educational Environment
National Association of Social Workers (NASW). 750 First Street NE Suite 700, Washington, DC 20002. Tel: 800-227-3590; e-mail: firstname.lastname@example.org; Web site: http://www.naswpress.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A