Family Socioeconomic Status, Parent Expectations, and a Child's Achievement

Autor/in	Stull, Judith C.
Titel	Family Socioeconomic Status, Parent Expectations, and a Child's Achievement
Quelle	In: Research in Education, 90 (2013), S.53-67 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-5237
DOI	10.7227/RIE.90.1.4
Schlagwörter	Socioeconomic Status; Academic Achievement; Kindergarten; Social Class; Parent Attitudes; Parent Child Relationship; Expectation; Low Achievement; High Achievement; Bachelors Degrees; Regression (Statistics); Scores; Achievement Gap; Interviews; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Schulleistung; Social classes; Soziale Klasse; Elternverhalten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Expectancy; Erwartung; Unterdurchschnittliche Leistung; 'Bachelor''s degrees'; Bachelor-Studiengang; Regression; Regressionsanalyse; Interviewing; Interviewtechnik
Abstract	This study investigates how a family's socioeconomic status (SES) affects a child's educational achievement and differentiates the direct effects of SES on these experiences from the indirect ones as they are mediated by the school. This distinction is an important one as it is in the latter realm where social policy can have an impact. The data are from a nationally representative sample of children enrolled in kindergarten in the US in the Spring of 2000. The percentage of the parents expecting their child to earn at least a Bachelor's degree rises with family SES. However, the percentage of high- SES parents of low-achieving students expecting their child to earn at least a Bachelor's degree is higher than that for low- and middle-SES parents of high-achieving students. Ordinary least squares regression analyses using a mediation model were used to distinguish direct from indirect effects of the family's SES score on achievement. Unexpectedly, the direct effects are greater than the indirect ones. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10