The Hopes Carry Them On: Early Educational Expectations and Later Educational Outcomes in Rural Gansu, China

Despite the dramatic increase in children's experiences in cohabiting families, little is known about how living in such families affects children's academic success. Extrapolating from two theoretical frameworks that have been commonly used to explain the association between parental divorce and educational outcomes, the authors constructed competing hypotheses about the effect of maternal cohabitation on educational expectations, achievement, and attainment. The analysis of data from the National Survey of Families and Households shows that children who lived with cohabiting mothers fared exceptionally poorly and sometimes were significantly worse off than were children who lived with divorced or remarried mothers. The authors conclude that studies that have ignored cohabitation have probably overestimated the negative effects of divorce on educational outcomes. High levels of family instability that are associated with cohabitation may be one reason why children whose mothers cohabit do less well than do children with other types of family experiences.

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In Search of Credentials: Factors Affecting Young Adults' Participation in Postsecondary Education

Canadian Journal of Higher Education ◽

10.47678/cjhe.v27i2/3.183302 ◽

2017 ◽

Vol 27 (2/3) ◽

pp. 1-36

Author(s):

E. Dianne Looker

Keyword(s):

Young Adults ◽

Postsecondary Education ◽

Educational Outcomes ◽

Parental Education ◽

Educational Expectations ◽

Policy Implications ◽

Educational Decisions ◽

Factors Affecting ◽

Cross Tabulation ◽

Cost Factors

This paper uses longitudinal data from a survey of youth in three areas (Hamilton, Halifax and rural Nova Scotia) to examine the factors that affect young adults' participation in postsecondary education, applying Bourdieu's notions of capital and habitus. Data were collected from 1,200 youth in 1989, with questionnaire follow-ups in 1992 and 1994. The analyses examine (a) the factors the youth themselves say affect their educational decisions and (b) cross-tabulation and regression results that document the variables empirically related to the youth's educational expectations when they are seventeen and their attainments by age twenty-four. Cost factors were found to be a major deterrent as were, for some youth, their knowledge of and attitudes to schooling. Parental education and income affect their children's decisions. University is seen to be "the" preferred postsecondary path; other institutions such as community colleges seem to be the "fall back" option for those who cannot or do not get to university. Results are relevant to an understanding of the persistent impact of parental capital and of one's attitudes on educational outcomes. There are also policy implications regarding the resources needed by different students to better access the postsecondary options available to them.

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Annotation: Class Size and the Quality of Educational Outcomes

Journal of Child Psychology and Psychiatry ◽

10.1017/s0021963098002819 ◽

1998 ◽

Vol 39 (6) ◽

pp. 797-804 ◽

Cited By ~ 8

Author(s):

Neville Bennett

Keyword(s):

Educational Outcomes ◽

Class Size

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Project BRAIN: Working Together to Improve Educational Outcomes for Students With Traumatic Brain Injury

Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders ◽

10.1044/nnsld22.3.106 ◽

2012 ◽

Vol 22 (3) ◽

pp. 106-118 ◽

Cited By ~ 3

Author(s):

Paula Denslow ◽

Jean Doster ◽

Kristin King ◽

Jennifer Rayman

Keyword(s):

Traumatic Brain Injury ◽

At Risk ◽

Brain Injury ◽

Educational Outcomes ◽

School Personnel ◽

Department Of Education ◽

Health Providers ◽

Accurate Identification ◽

Transition Intervention ◽

Working Together

Children and youth who sustain traumatic brain injury (TBI) are at risk for being unidentified or misidentified and, even if appropriately identified, are at risk of encountering professionals who are ill-equipped to address their unique needs. A comparison of the number of people in Tennessee ages 3–21 years incurring brain injury compared to the number of students ages 3–21 years being categorized and served as TBI by the Department of Education (DOE) motivated us to create this program. Identified needs addressed by the program include the following: (a) accurate identification of students with TBI; (b) training of school personnel; (c) development of linkages and training of hospital personnel; and (d) hospital-school transition intervention. Funded by Health Services and Resources Administration (HRSA) grants with support from the Tennessee DOE, Project BRAIN focuses on improving educational outcomes for students with TBI through the provision of specialized group training and ongoing education for educators, families, and health professionals who support students with TBI. The program seeks to link families, hospitals, and community health providers with school professionals such as speech-language pathologists (SLPs) to identify and address the needs of students with brain injury.

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Challenging the Multidimensional Conception of Perceived Person-Environment Fit

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000622 ◽

2020 ◽

pp. 1-9

Author(s):

Julian M. Etzel ◽

Gabriel Nagy

Keyword(s):

Higher Education ◽

University Students ◽

Educational Outcomes ◽

Factor Model ◽

Higher Order ◽

Substantial Proportion ◽

Unique Variance ◽

First Order ◽

Person Environment Fit ◽

Order Factor

Abstract. In the current study, we examined the viability of a multidimensional conception of perceived person-environment (P-E) fit in higher education. We introduce an optimized 12-item measure that distinguishes between four content dimensions of perceived P-E fit: interest-contents (I-C) fit, needs-supplies (N-S) fit, demands-abilities (D-A) fit, and values-culture (V-C) fit. The central aim of our study was to examine whether the relationships between different P-E fit dimensions and educational outcomes can be accounted for by a higher-order factor that captures the shared features of the four fit dimensions. Relying on a large sample of university students in Germany, we found that students distinguish between the proposed fit dimensions. The respective first-order factors shared a substantial proportion of variance and conformed to a higher-order factor model. Using a newly developed factor extension procedure, we found that the relationships between the first-order factors and most outcomes were not fully accounted for by the higher-order factor. Rather, with the exception of V-C fit, all specific P-E fit factors that represent the first-order factors’ unique variance showed reliable and theoretically plausible relationships with different outcomes. These findings support the viability of a multidimensional conceptualization of P-E fit and the validity of our adapted instrument.

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