Citation

Parental Support and Children’s Educational Expectations: Do Children of Actively Involved Parents Set Higher Educational Expectations?

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Abstract:

This paper examines the effects of parental support – parent-child communication and parental monitoring and discipline – on the formation of children’s educational expectations once parental expectations, socioeconomic status and race are taken into account. Using the data from the 2002 Educational Longitudinal Study, this study also measures the mediating effect of children’s attitude towards school and perceived importance of education on the relationship between parental support and children’s educational expectations. The results indicate that the frequency of parent-child communication has a stronger effect that parental discipline on educational expectations, particularly on the formation of children’s expectation to pursue education beyond college. This effect is present even after race and such parental characteristics as educational background, educational expectation for their children and income have been accounted for. The empirical evidence presented in the study also suggests that parental support positively correlates with children’s perception of education and attitude toward school, which in turn have a positive effect on formation of children’s educational expectations. The findings discussed in this paper are of great significance to the education community as they suggest that active parental support in the form of parent-child discussions related to schoolwork and future educational plans matters above and beyond children’s socioeconomic status.

Most Common Document Word Stems:

parent (255), educ (213), expect (207), student (168), degre (95), school (82), effect (79), support (70), children (60), import (49), model (48), colleg (47), variabl (42), discuss (41), like (38), disciplin (36), incom (30), format (30), research (29), obtain (29), studi (29),
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Association:
Name: American Sociological Association Annual Meeting
URL:
http://www.asanet.org


Citation:
URL: http://citation.allacademic.com/meta/p503167_index.html
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MLA Citation:

Poladko, Tetyana. "Parental Support and Children’s Educational Expectations: Do Children of Actively Involved Parents Set Higher Educational Expectations?" Paper presented at the annual meeting of the American Sociological Association Annual Meeting, Caesar's Palace, Las Vegas, NV, Aug 19, 2011 <Not Available>. 2014-11-25 <http://citation.allacademic.com/meta/p503167_index.html>

APA Citation:

Poladko, T. E. , 2011-08-19 "Parental Support and Children’s Educational Expectations: Do Children of Actively Involved Parents Set Higher Educational Expectations?" Paper presented at the annual meeting of the American Sociological Association Annual Meeting, Caesar's Palace, Las Vegas, NV Online <APPLICATION/PDF>. 2014-11-25 from http://citation.allacademic.com/meta/p503167_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This paper examines the effects of parental support – parent-child communication and parental monitoring and discipline – on the formation of children’s educational expectations once parental expectations, socioeconomic status and race are taken into account. Using the data from the 2002 Educational Longitudinal Study, this study also measures the mediating effect of children’s attitude towards school and perceived importance of education on the relationship between parental support and children’s educational expectations. The results indicate that the frequency of parent-child communication has a stronger effect that parental discipline on educational expectations, particularly on the formation of children’s expectation to pursue education beyond college. This effect is present even after race and such parental characteristics as educational background, educational expectation for their children and income have been accounted for. The empirical evidence presented in the study also suggests that parental support positively correlates with children’s perception of education and attitude toward school, which in turn have a positive effect on formation of children’s educational expectations. The findings discussed in this paper are of great significance to the education community as they suggest that active parental support in the form of parent-child discussions related to schoolwork and future educational plans matters above and beyond children’s socioeconomic status.


Similar Titles:
A Multilevel Model of Structural and Normative School Influences on 12th grade Students Educational Expectations

Contextual Effects in the Formation of Educational Expectations among the Children of Immigrants


 
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