Education and Work in Rural America--The Social Context of Early Career Decision and Achievement.

Sonst. Personen	Cosby, Arthur G. (Hrsg.); Charner, Ivan (Hrsg.)
Institution	Texas A and M Univ., College Station. Texas Agricultural Experiment Station.
Titel	Education and Work in Rural America--The Social Context of Early Career Decision and Achievement.
Quelle	(1978), (230 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement; Aspiration; Career Choice; Educational Objectives; Ethnic Groups; Failure; Family Characteristics; Longitudinal Studies; Marriage; Military Service; Occupations; Place of Residence; Racial Differences; Rural Areas; Rural Youth; Sex Differences; Sex Stereotypes; Socioeconomic Status; Student Placement; Success + Suchen Sie Ihr Suchwort? Performance; Leistung; Streben; Educational objective; Bildungsziel; Erziehungsziel; Ethnie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ehe; Militärdienst; Beruf; Berufsumfeld; Wohnort; Rassenunterschied; Rural area; Ländlicher Raum; Rural areas; Youth; Jugend; Jugendlicher; Sex difference; Geschlechtsunterschied; Socio-economic status; Sozioökonomischer Status; Schülerpraktikum; Erfolg
Abstract	Career and career-related preferences rural youth made and estimation of degree to which choices were translated into adult behavior were investigated by tracing a rural sample of southern 1968 high school graduates through the first four years of post-high school. Focus was on choices expressed and attainments experienced with respect to education, occupation, marriage, fertility, residence, and military service. Sex and race variation was analyzed. Results indicated: (1) social origins and school tracking--low predictability for estimating achievement levels; (2) adolescent preferences--all four race and sex groups expressed mainstream American success orientations; (3) early adult behavior and preferences--dominant influence was educational preference, followed by occupational preferences and marriage plans (high level educational/occupational preferences facilitated, early marriage preference depressed attainment); (4) sex differences--apparent in content of career preferences (restricted sex-typed orientations) and greater depressing effects of familial influences; and (5) race differences--harder for Blacks to transmit advantages achieved at any stage to the next phase. Implications are that programs for rural women should expand preference content of orientation and stress results of early marriage/fertility on attainment, and programs for rural Blacks should focus on ways to transmit preferences into attainment. (RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC