The Rural Context and Post-Secondary School Enrollment: An Ecological Systems Approach

Autor/inn/en	Demi, Mary Ann; Coleman-Jensen, Alisha; Snyder, Anastasia R.
Titel	The Rural Context and Post-Secondary School Enrollment: An Ecological Systems Approach
Quelle	In: Journal of Research in Rural Education, 25 (2010) 7, (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-0670
Schlagwörter	Rural Youth; Structural Equation Models; Self Efficacy; Adolescents; Enrollment Trends; Context Effect; Secondary School Students; Postsecondary Education; Rural Areas; Family Income; Parent Child Relationship; College Bound Students; Educational Environment; Grades (Scholastic); Academic Aspiration; Predictor Variables; Urban Youth; Literature; Family Influence; School Role; Pennsylvania + Suchen Sie Ihr Suchwort? Rural area; Rural areas; Youth; Ländlicher Raum; Jugend; Jugendlicher; Self-efficacy; Selbstwirksamkeit; Adolescent; Adolescence; Adoleszenz; Jugendalter; Sekundarschüler; Post-secondary education; Tertiäre Bildung; Familieneinkommen; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Notenspiegel; Prädiktor; Urban area; Urban areas; Stadtregion; Stadt; Literatur
Abstract	This study uses an ecological systems framework to examine how indicators of individual, family, and school contexts are associated with post-secondary educational enrollment among a sample of rural youth. Structural equation modeling allows us to examine both direct and indirect effects of these contexts on school enrollment. Unique elements of the rural context lead us to expect associations between the family and school contexts and post-secondary school enrollment that differ from prior studies of urban youth. Findings of the current study are that: 1) contrary to existing studies of urban youth, indicators of family income and relationship with parents have only a small significant association with post-secondary school enrollment; 2) indicators of the school context have strong direct associations with student grades, aspirations, and self efficacy; and 3) the school context is a strong mediator in predicting post-secondary school enrollment. Implications for the existing research literature are discussed. (Contains 3 figures, 12 footnotes and 4 tables.) (As Provided).
Anmerkungen	Penn State University College of Education, Center on Rural Education and Communities. 310B Rackley Building, University Park, PA 16802. Tel: 814-863-2031; Web site: http://www.jrre.psu.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10