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Autor/inn/en | Ou, Suh-Ruu; Reynolds, Arthur J. |
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Titel | Early Determinants of Postsecondary Education Participation and Degree Attainment: Findings from an Inner-City Minority Cohort |
Quelle | In: Education and Urban Society, 46 (2014) 4, S.474-504 (31 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0013-1245 |
DOI | 10.1177/0013124512447810 |
Schlagwörter | Postsecondary Education; Educational Attainment; Academic Degrees; Urban Areas; Minority Group Students; College Attendance; Economically Disadvantaged; Disadvantaged Youth; Low Income Groups; Regression (Statistics); Adjustment (to Environment); Expectation; Parents; Academic Achievement; Prediction; Predictor Variables; Parent Attitudes; Longitudinal Studies; Parent Participation; Truancy; Parent Background; Socioeconomic Influences; Illinois Post-secondary education; Tertiäre Bildung; Bildungsabschluss; Bildungsgut; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Urban area; Stadtregion; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Benachteiligter Jugendlicher; Regression; Regressionsanalyse; Expectancy; Erwartung; Eltern; Schulleistung; Vorhersage; Prädiktor; Elternverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Elternmitwirkung; Schulabsentismus; Schulschwänzen; Schulverweigerung; Elternhaus; Sozioökonomischer Faktor |
Abstract | Early determinants of college attendance and degree attainment for economically disadvantaged minority youth were examined in the present study. The study sample (n = 1,379) was drawn from the Chicago Longitudinal Study (CLS), an ongoing investigation of a panel of low-income minority children born in 1980, growing up in high-poverty neighborhoods in Chicago. Regression findings indicated that three factors in elementary grades can potentially improve both college attendance and bachelor's (BA) degree completion for economically disadvantaged minority students: better classroom adjustment, high parent expectation in child's education, and better academic performance. Findings have implications for schools, educators, and policy makers. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |