Dreams Deferred? The Relationship between Early and Later Postsecondary Educational Aspirations among Racial/Ethnic Groups

Autor/in	Cooper, Michelle Asha
Titel	Dreams Deferred? The Relationship between Early and Later Postsecondary Educational Aspirations among Racial/Ethnic Groups
Quelle	In: Educational Policy, 23 (2009) 4, S.615-650 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904807312467
Schlagwörter	High Schools; School Restructuring; Academic Aspiration; Student Characteristics; Predictor Variables; Ethnicity; Educational Practices; Educational Policy; Longitudinal Studies; Barriers; Access to Education; Student Records; Portfolios (Background Materials); Regression (Statistics); Racial Differences; Evaluation Methods; Correlation + Suchen Sie Ihr Suchwort? High school; Oberschule; Schulreformplan; Schulumwandlung; Prädiktor; Ethnizität; Bildungspraxis; Politics of education; Bildungspolitik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Education; Access; Bildung; Zugang; Bildungszugang; Schülerakte; Regression; Regressionsanalyse; Rassenunterschied; Korrelation
Abstract	This study uses data from the Educational Longitudinal Study of 2002 to test a conceptual model that integrates aspects of sociological and econometric frameworks into a traditional status attainment model for educational aspirations. Using descriptive and logistic analyses, this study advanced understanding of the patterns and stability of aspirations; characteristics of students who increase, decrease, and maintain aspirations; predictors of 12th-grade aspirations; and variations in predictors of 12th-grade aspirations by race/ ethnicity. The study's findings have implications for policy, practice, and research. Specifically, the findings reinforce the need for policies and practices geared toward enhancing existing high school reform efforts. The study also identifies recommendations for future research. (Contains 5 tables.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10