Gender Differences in the Educational Expectations of Urban, Low-Income African American Youth: The Role of Parents and the School

Autor/inn/en	Wood, Dana; Kaplan, Rachel; McLoyd, Vonnie C.
Titel	Gender Differences in the Educational Expectations of Urban, Low-Income African American Youth: The Role of Parents and the School
Quelle	In: Journal of Youth and Adolescence, 36 (2007) 4, S.417-427 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2891
DOI	10.1007/s10964-007-9186-2
Schlagwörter	Parent Role; Educational Environment; Youth; Gender Differences; Educational Attainment; Academic Aspiration; African American Students; Racial Differences; Expectation; Low Income Groups; Urban Areas; Parent Attitudes; Student Attitudes; Teacher Attitudes; Teacher Expectations of Students + Suchen Sie Ihr Suchwort? Parental role; Elternrolle; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Jugend; Jugendlicher; Jugendalter; Geschlechterkonflikt; Bildungsabschluss; Bildungsgut; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Rassenunterschied; Expectancy; Erwartung; Urban area; Stadtregion; Elternverhalten; Schülerverhalten; Lehrerverhalten
Abstract	This study examined how youths' gender is related to the educational expectations of urban, low-income African American youth, their parents, and their teachers. As predicted, African American boys (ages 9-16) reported lower expectations for future educational attainment than did their female counterparts. Parents and teachers also reported lower expectations for African American boys (ages 6-16) than for girls. These findings held even when controlling for academic achievement. Contrary to predictions, the magnitude of the difference in expectations for males vs. females did not increase as a function of youths' age. In keeping with our hypotheses, parental expectations fully mediated the relation between youths' gender and youths' expectations. Finally, certain school-based factors (i.e., positive teacher expectations and positive youth perceptions of the school environment) appeared to protect youths' expectations from the deleterious impact of low parental expectations. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10