Socioeconomic Status, Schooling, and the Developmental Trajectories of Adolescents

Autor/inn/en	Crosnoe, Robert; Huston, Aletha C.
Titel	Socioeconomic Status, Schooling, and the Developmental Trajectories of Adolescents
Quelle	In: Developmental Psychology, 43 (2007) 5, S.1097-1110 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
Schlagwörter	Credits; Adolescents; Socioeconomic Status; Socioeconomic Influences; Adolescent Development; Middle School Students; High School Students; Personal Autonomy; Parent Child Relationship; Correlation; Mathematics Education; Science Education; Course Selection (Students); Social Stratification; United States + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Socio-economic status; Sozioökonomischer Status; Sozioökonomischer Faktor; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Individuelle Autonomie; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Korrelation; Mathematische Bildung; Naturwissenschaftliche Bildung; Course selection; Kurswahl; Soziale Zusammensetzung; USA
Abstract	The socioeconomic stratification of American society profoundly influences how the life course unfolds by shaping various developmental pathways as well as the connections among these pathways. Drawing on a nationally representative sample of American adolescents, this study charted trajectories of personal control and parental consultation from middle school to the end of high school and then examined how various combinations of these trajectories were associated with math/science course taking in high school across socioeconomic strata. Results indicated that low and/or decreasing levels of personal control were associated with the accumulation of fewer math/science credits, as were declining levels of parental consultation no matter what the initial level. Mismatches between control and consultation trajectories (e.g., high, stable control with low, stable consultation) were also associated with fewer math/science credits. These patterns tended to be less predictive of math/science credit accumulation at the highest and lowest ends of the socioeconomic spectrum. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10