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ERIC Number: EJ934432
Record Type: Journal
Publication Date: 2011-Jul
Pages: 8
Abstractor: As Provided
Reference Count: 23
ISBN: N/A
ISSN: ISSN-0012-1649
Gender Differences in Motivational Pathways to College for Middle Class African American Youths
Wood, Dana; Kurtz-Costes, Beth; Copping, Kristine E.
Developmental Psychology, v47 n4 p961-968 Jul 2011
Using a sample of predominantly middle-class African American adolescents and parents (N = 424), the authors tested a path model linking parental expectations for children's future educational attainment, youths' motivation during Grade 11, and youths' subsequent on-time postsecondary educational progress. Parents' expectations were positively related to adolescents' educational attainment aspirations, attainment expectations, utility values (i.e., beliefs about the usefulness of education), and perceptions of racial barriers to upward mobility. Relationships between parents' expectations and youths' aspirations and expectations were mediated by youths' perceptions of parents' expectations. For boys, but not girls, Grade 11 educational expectations and utility values each uniquely predicted college attendance 1 year after high school graduation. In addition, boys' perceptions of racial barriers were negatively related to subsequent postsecondary progress through their influence on values. Findings underscore the importance of academic achievement motivation as a developmental resource for African American boys and suggest that boys are especially likely to benefit from interventions promoting positive motivational beliefs. (Contains 3 tables, 2 figures and 1 footnote.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 11; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A