Educational and Occupational Status Projections: Stability and Reciprocal Linkages.

Autor/inn/en	Cosby, Arthur G.; Ohlendorf, George W.
Institution	Texas A and M Univ., College Station. Texas Agricultural Experiment Station.
Titel	Educational and Occupational Status Projections: Stability and Reciprocal Linkages.
Quelle	(1973), (44 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Decision Making; Educational Attitudes; Educational Objectives; Employment Opportunities; High School Students; Males; Occupational Aspiration; Prediction; Rural Youth; Social Mobility; Status; Texas + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Educational objective; Bildungsziel; Erziehungsziel; Berufschance; Beschäftigungschance; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Berufsneigung; Berufsziel; Vorhersage; Rural area; Rural areas; Youth; Ländlicher Raum; Jugend; Jugendlicher; Soziale Mobilität
Abstract	Educational and occupational status projections are conceptualized as mobility linked social psychological components of more general status attainment models. Limitations of such submodels are noted and a rationale is offered. Investigating the stability and reciprocal linkage of 2 status projection variables in a subset of a Southern Youth Study, the dynamics of educational and occupational aspirations and expectations in a 3-wave, rural youth panel are analyzed using the Heise 2-variable path analytic technique. The data were collected over a 6 year period (1966-72) from 154 East Texas males who were originally sophomores in high school. Findings include: mean aspiration measures at each of the 3 waves were consistently larger than the expectation measures; prior levels of projections yielded a moderate level of predictions for subsequent measures; cross-lagged effects indicated that occupational decision-making occurred primarily after high school, and that educational decision-making occurred during high school. (Author/KM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC