Believing and Achieving: Gendered Pathways Toward Upward Educational Mobility in the United States.
Little research has investigated the impact of adolescent motivational resources, other than educational plans, on adult educational attainment, or whether their effects differ by gender and social class. Data from the St. Paul Youth Development Study (n = 874, 55% female, 30% children of college gr...
| Publicado en: | Journal of Youth & Adolescence Vol. 50; no. 3; pp. 423 - 437 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Springer Nature
Mar2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=149027349&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 149027349 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00472891 JYA jtl: Journal of Youth & Adolescence issn: 00472891 maglogo: N pubinfo: dt: Mar2021 vid: 50 iid: 3 pid: 237 pub: Springer Nature artinfo: ui: 149027349 10.1007/s10964-020-01263-5 ppf: 423 ppct: 14 formats: fmt: @attributes: type: P size: 842KB tig: atl: Believing and Achieving: Gendered Pathways Toward Upward Educational Mobility in the United States. aug: au: Lee, Mark Mortimer, Jeylan T. affil: Department of Sociology, University of Minnesota—Twin Cities, 909 Social Sciences Building, 267 19th Ave S, 55455, Minneapolis, MN, USA su: Upward mobility (Social sciences) Motivation (Psychology) Self-perception Gender identity Academic achievement Self-efficacy Educational attainment Educational mobility sug: subj: Upward mobility (Social sciences) Motivation (Psychology) Self-perception Gender identity Academic achievement Self-efficacy Educational attainment Educational mobility keyword: Agency Education Gender Intergenerational mobility Agency Education Gender Intergenerational mobility ab: Little research has investigated the impact of adolescent motivational resources, other than educational plans, on adult educational attainment, or whether their effects differ by gender and social class. Data from the St. Paul Youth Development Study (n = 874, 55% female, 30% children of college graduates) are used to estimate a second-order latent motivation factor encompassing adolescent (age 15–16) educational plans, academic self-concept, economic self-efficacy, and mastery. Then, using logistic regression, the effect of this second-order factor on odds of college graduation in adulthood (ages 26–27 to 37–38) is estimated. Heterogenous effects of motivation by gender and parental education are investigated. The results show that the second-order motivation factor had strong positive effects on educational attainment after adjusting for family background variables. The effect of motivation did not differ by gender in the whole sample nor among children of college graduates. However, among children of less-educated parents, women were found to benefit more than men from these psychological assets for achieving upward educational mobility. These findings suggest that adolescent motivation, especially among U.S. women whose parents do not have college degrees, may be a resource for higher educational attainment. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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