African Americans' Educational Expectations: Longitudinal Causal Models for Women and Men.
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 hi...
| Published in: | Journal of Counseling & Development Vol. 80; no. 3; pp. 332 - 346 |
|---|---|
| Main Author: | |
| Format: | Article |
| Published: |
American Counseling Association
Summer2002
|
| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=507775622&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507775622 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 07489633 JCD jtl: Journal of Counseling & Development issn: 07489633 maglogo: N pubinfo: dt: Summer2002 vid: 80 iid: 3 pid: 1026 pub: American Counseling Association artinfo: ui: 507775622 ppf: 332 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1MB tig: atl: African Americans' Educational Expectations: Longitudinal Causal Models for Women and Men. aug: au: Trusty, Jerry su: Education of Black people Expectation (Psychology) Educational attainment Gender differences (Psychology) sug: subj: Education of Black people Expectation (Psychology) Educational attainment Gender differences (Psychology) ab: 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. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
|---|