Longitudinal Roles of Precollege Contexts in Low-Income Youths' Postsecondary Persistence

Autor/inn/en	Diemer, Matthew A.; Li, Cheng-Hsien
Titel	Longitudinal Roles of Precollege Contexts in Low-Income Youths' Postsecondary Persistence
Quelle	In: Developmental Psychology, 48 (2012) 6, S.1686-1693 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0025347
Schlagwörter	Academic Persistence; Minority Groups; Low Income; Structural Equation Models; Dropouts; Educational Attainment; Postsecondary Education; Context Effect; Longitudinal Studies; Academic Achievement; Surveys; Parent Child Relationship; Parent Role; Peer Influence; Expectation + Suchen Sie Ihr Suchwort? Ethnische Minderheit; Niedriglohn; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Bildungsabschluss; Bildungsgut; Post-secondary education; Tertiäre Bildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulleistung; Survey; Umfrage; Befragung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Parental role; Elternrolle; Expectancy; Erwartung
Abstract	Low-income youths enroll at postsecondary institutions less frequently, drop out more often, are less likely to return after dropping out, and are less likely to attain a postsecondary degree than their more affluent peers. It is therefore important to understand how low-income youths develop the capacity to persist in the postsecondary setting. This article explores how contextual supports contribute to low-income (and predominantly racial/ethnic minority) youths' educational expectancies and postsecondary persistence. The authors examined these questions by applying structural equation modeling to a longitudinal panel of youths surveyed 3 times over a 5-year period, while controlling for academic achievement, age, and gender. The obtained structural model suggests meditating "chains" by which parents and peers foster educational expectancies and postsecondary persistence over time. This article suggests that precollegiate contexts and expectancies clearly matter in explaining how low-income youths progress through intermediate checkpoints--postsecondary persistence--on the path to degree completion. (Contains 3 tables and 2 figures.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10