A Multilevel Model of Educational Expectations of Secondary School Students in the United States

Autor/inn/en	Lowman, Jennifer; Elliott, Marta
Titel	A Multilevel Model of Educational Expectations of Secondary School Students in the United States
Quelle	In: Social Psychology of Education: An International Journal, 13 (2010) 1, S.77-110 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-009-9099-x
Schlagwörter	African American Students; Neighborhoods; Private Schools; Student Attitudes; Academic Achievement; Attendance; Academic Aspiration; White Students; Secondary School Students; Longitudinal Studies; Socioeconomic Status; Catholic Schools; Institutional Characteristics; Crime; Asian American Students; Hispanic American Students; Comparative Analysis; United States + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Neighbourhoods; Nachbarschaft; Private school; Privatschule; Schülerverhalten; Schulleistung; Anwesenheit; Sekundarschüler; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Socio-economic status; Sozioökonomischer Status; Katholische Schule; Crimes; Delict; Delicts; Delikt; Asian immigrant; United States; Asiatischer Einwanderer; USA; Hispanic; Hispanic Americans; Hispanoamerikaner
Abstract	Using the Educational Longitudinal Survey of 2002, we investigate variation in factors that contribute to Asian, Black, Hispanic, and White students' educational expectations. Separate multilevel models demonstrate group variation in student and school-level influences. Academic and school factors explained the most variation in White students' expectations. School characteristics were least predictive of Black student expectations. For Hispanic students, the overall influence of family socioeconomic status (SES) was explained by school level SES. These results support research on student-level predictors of expectations and present new evidence of school-level predictors. The impact of academic track perceptions on expectations is established, as are the effects of certain experiences and school contexts, especially sports participation and Catholic/private school attendance. A model comparing all four groups supported the separate group models and also revealed that student-level factors have a weaker influence on Asians and high crime neighborhoods inflate the expectations of Hispanics but not similarly situated Black students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10