Why Do More Women than Men Want to Earn a Four-Year Degree? Exploring the Effects of Gender, Social Origin, and Social Capital on Educational Expectations

Autor/inn/en	Wells, Ryan S.; Seifert, Tricia A.; Padgett, Ryan D.; Park, Sueuk; Umbach, Paul D.
Titel	Why Do More Women than Men Want to Earn a Four-Year Degree? Exploring the Effects of Gender, Social Origin, and Social Capital on Educational Expectations
Quelle	In: Journal of Higher Education, 82 (2011) 1, S.1-32 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1546
DOI	10.1353/jhe.2011.0004
Schlagwörter	Educational Attainment; Academic Aspiration; Socioeconomic Background; Gender Differences; Womens Education; Student Educational Objectives; Expectation; Social Capital; Parent Influence; Peer Influence; Family Characteristics; High School Students; Racial Differences; Data Analysis; School Statistics + Suchen Sie Ihr Suchwort? Bildungsabschluss; Bildungsgut; Sozioökonomische Lage; Geschlechterkonflikt; 'Women''s education'; Frauenbildung; Expectancy; Erwartung; Sozialkapital; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Rassenunterschied; Auswertung
Abstract	Students' educational expectations are one of the strongest predictors of their future educational attainment (Mortimer, 1996; Reynolds & Burge, 2008; Sewell & Hauser, 1980; Sewell & Shah, 1968). Thus, the growing gender gap in educational expectations partially explains the growth in the gender gap in educational attainment (Reynolds & Burge, 2008). This leads to a challenging question: how do administrators and policymakers address the contemporary gender disparity in educational expectations, thereby likely increasing male postsecondary educational matriculation and degree attainment, without penalizing and rolling back the vital gains women have made in postsecondary educational attainment in the last thirty years? Using social reproduction theory as a framework, this paper examines the role of social origin characteristics (largely measures of family socioeconomic background) and social capital characteristics (the influence of parents and peers) on the educational expectations of high school students. The authors provide a direct test of the assumption that familial and/or peer influences are partially responsible for the postsecondary educational expectation gender gap, and also test this assumption by race/ethnicity. They find that the effects of social capital differ by gender but that the gender gap in expectations does not differ by race. (Contains 5 tables, 1 figure and 9 notes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10