Parental Educational Expectations for Adolescents with Disabilities

1996 ◽  
Vol 62 (6) ◽  
pp. 515-523 ◽  
Author(s):  
Linda L. Masino ◽  
Robert M. Hodapp
Keyword(s):  
Students With Disabilities ◽  
Parent Education ◽  
School Performance ◽  
Parental Expectations ◽  
Educational Expectations ◽  
National Sample ◽  
National Education ◽  
National Education Longitudinal Study ◽  
Disability Status ◽  
8Th Grade

This study used a national sample (from the National Education Longitudinal Study of 1988) of 8th-grade students to examine the effects of child disability on parental educational expectations. Four types of disability conditions were included: visual impairment ( n = 97), hearing impairment ( n = 126), deafness ( n = 38), and orthopedic impairment ( n = 61). Controls without disabilities were also included. Although parental expectations were found to be higher for students with disabilities than for those without, student disability status (disabled versus nondisabled) did not contribute significantly to the ability to predict parental expectations. School performance, parent education, and race were found to similarly influence parental educational expectations for students with and without disabilities.

Educational Expectations among Immigrant Youth: Links to Segmented Assimilation and School Context

2020 ◽  
Vol 7 (3) ◽  
pp. 252-278
Author(s):  
Christina J. Diaz
Keyword(s):  
School Environment ◽  
School Context ◽  
Immigrant Youth ◽  
Educational Expectations ◽  
Segmented Assimilation ◽  
Social Psychological ◽  
National Education ◽  
Household Resources ◽  
National Education Longitudinal Study ◽  
First And Second Generation

Although schools are important socialization venues for all children, they also serve as sites of acculturation for immigrant youth. According to segmented assimilation theory, first- and second-generation students experience divergent trajectories of incorporation, in part, because they are exposed to school contexts that support or stifle their attainment. I argue that such a process must have social-psychological underpinnings, which I examine by relating children’s educational expectations to their school environment during adolescence. Specifically, I use the National Education Longitudinal Study to assess differences in expectations by school context among immigrant and U.S.-origin youth between eighth and 12th grades. Results indicate that students in comparably disadvantaged school environments report lower expectations, though this relationship is driven by household resources and student characteristics. I also find that most students exhibit increases in their educational expectations, and that such changes are not systemically patterned by school context. This article sheds light on the goals of immigrant youth and the extent to which these plans transform from childhood to adolescence.

Occupational Aspirations and Early Career-Choice Patterns of Adolescents with and without Learning Disabilities

1996 ◽  
Vol 19 (2) ◽  
pp. 99-116 ◽  
Author(s):  
Jay W. Rojewski
Keyword(s):  
Learning Disabilities ◽  
Longitudinal Study ◽  
High Risk ◽  
Career Choice ◽  
Career Exploration ◽  
Early Career ◽  
Occupational Aspirations ◽  
National Education ◽  
National Education Longitudinal Study ◽  
Disability Status

The National Education Longitudinal Study of 1988 (NELS:88) database was used to examine the influence of gender and learning disability status on the occupational aspirations and career-choice patterns of adolescents at grades 8 and 10. Results indicated that adolescents with learning disabilities displayed different career-choice patterns and strategies than their nondisabled peers at two points early in the career-exploration stage: Youth with learning disabilities were less likely to aspire to high-prestige occupations and were more likely to be indecisive about future occupational alternatives. Females with learning disabilities appeared to be at particularly high risk of setting limits on their occupational futures. In terms of career-choice patterns, nondisabled youth were more likely to identify occupations within a particular prestige level and remain consistent from grade 8 to grade 10. By comparison, youth with learning disabilities were more likely to express lower or indecisive aspirations in early adolescence and then report higher aspirations in mid-adolescence.

Predictors of academic performance during early adolescence: A contextual view

2003 ◽  
Vol 27 (6) ◽  
pp. 541-548 ◽  
Author(s):  
Ronald L. Mullis ◽  
Richard Rathge ◽  
Ann K. Mullis
Keyword(s):  
Social Capital ◽  
Academic Performance ◽  
Parent Education ◽  
The United States ◽  
National Sample ◽  
Social Capital Theory ◽  
Future Research ◽  
Capital Theory ◽  
National Education ◽  
Predictors Of Academic Performance

Utilising the National Education Longitudinal Study of 1988 (NELS: 88), this study examined some of the frequently used indicators of social capital and resource capital as predictors of academic performance of 24,599 middle school adolescents (12,111 males and 12,244 females) ranging in age from 13–16 years. Sixty-eight per cent were White, 12.2% were Black, and 12.9% were Hispanic. The participants were drawn from a stratified national sample of over 1000 public and private schools in the United States. Data from NELS: 88 were analysed using indicators of social capital and resource capital. Preliminarily modelling indicated the need to separate social capital into two components: parental networks and student networks. Resource capital, including parent education, parent income, and educational items in the home, was most predictive of academic performance. In addition, student reported misbehaviour (behaviour) in school was included as a mediating variable. The findings indicated that both indicators of social capital were not strong contributors to academic performance among adolescents. Resource capital indicators were found to be stronger contributors to academic performance. The context variable (hypothesised as a mediator variable) of student misbehaviour in school was found to be the best predictor of academic performance. The results are discussed in relation to social capital theory and future research of viable predictors of academic performance among adolescents.

Academic Achievement and Impression Management as Factors in the Grading of White Junior High Pupils

1998 ◽  
Vol 41 (1) ◽  
pp. 27-48 ◽  
Author(s):  
Yoshimitsu Takei ◽  
Michael P. Johnson ◽  
Melvin E. Clark
Keyword(s):  
Academic Achievement ◽  
Impression Management ◽  
School Performance ◽  
Family Background ◽  
Role Performance ◽  
National Education ◽  
National Education Longitudinal Study ◽  
American Schools ◽  
And Behavior

The process of grading pupil performance in American schools has received considerable attention over the years. Most of the previous studies have focused on the observed associations between grades and certain pupil characteristics such as family background, sex, abilities, attitudes and behaviors. Far less attention has been given to the influence of teachers' assessment of pupil behavior on grades. Incorporating this dimension into our analysis of the National Education Longitudinal Study of 1988 data, we not only found virtually no difference in school performance by gender, but also that the influence of family SES on grades operates almost entirely through academic achievement and behavior in school. Furthermore, since academic achievement affects grades both directly and indirectly, achievement seems to reflect both the quality of work performed in class as well as the teacher's evaluation of the adolescent's role performance. Consistent with this interpretation, the pupils' self-reported behavior does not affect his or her grades directly, but indirectly through the teacher's evaluation of the adolescent's role performance. This finding suggests a pupil's demeanor and behavior have institutional meaning only as they are filtered through the teacher's perceptions.

The Effect of The Using of Computer Games On Academic Success In Teaching English To 8th Grade Students

2019 ◽  
Author(s):  
Bulent Dos ◽  
Zeynep Sinem Balıkçıoğlu ◽  
Semih Şengel
Keyword(s):  
Academic Success ◽  
Computer Games ◽  
Experimental Information ◽  
Control Group ◽  
Traditional Teaching ◽  
National Education ◽  
8Th Grade ◽  
Post Test ◽  
Education Measurement ◽  
The One

<p>In this study, the effect of using computer games in an English teaching classof the 8th grade students in secondary school is investigated. A total of 112 8th grade students, 57 in the experimental group and 55 in the control group, participated in the study. Academic Achievement Tests prepared by Ministry of National Education, Measurement, Evaluation and Exam Services Department were used as pre-test and post-test. Eight of the games, which were prepared specifically for Grade 8 students, were used in the Experimental Information Network (EBA). Preliminary tests as covariant, final tests as dependent variables and applied to groups of teaching and traditional teaching were discussed as independent variables. According to the one-way covariance analysis (COVARIANCE) results, it was found that the game was more effective than traditional teaching and this effect was moderate. In addition, it was determined that 36% of the final test scores of the students learning the game were explained by the game.</p>

scholarly journals Teacher Discrimination Reduces School Performance of African American Youth: Role of Gender

2018 ◽  
Vol 8 (10) ◽  
pp. 183 ◽  
Author(s):  
Shervin Assari ◽  
Cleopatra Howard Caldwell
Keyword(s):  
African American ◽  
School Performance ◽  
African American Youth ◽  
National Sample ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Grade Point ◽  
Significant Difference ◽  
Males And Females

Background: Gender may alter African Americans’ vulnerability to discrimination. The type of outcomes that follow exposure to discrimination may also be gender-specific. Although teacher discrimination is known to deteriorate school performance, it is yet unknown whether male and female African American youth differ in the effect of teacher discrimination on school performance. Objective: This cross-sectional study explored the moderating role of gender on the effect of teacher discrimination on school performance in a national sample of African American youth. Methods: The National Survey of American Life-Adolescent Supplement (NSAL-A) enrolled a nationally representative sample (n = 810) of 13–17-year-old African American youth. Demographic factors, socioeconomic status, teacher discrimination, and school performance (grade point average, GPA) were measured. Linear multivariable regression models were applied for data analysis. Results: Males and females reported similar levels of perceived teacher discrimination. In the pooled sample, higher teacher discrimination was associated with lower school performance among African American youth (b = −0.35; 95% confidence interval (CI) = −0.49 to −0.22). Gender interacted with perceived teacher discrimination (b = 12; 95% CI = 0.24–2.02), suggesting a significant difference between males and females in the magnitude of the association between perceived teacher discrimination and GPA. In stratified models, perceived teacher discrimination was associated with worse school performance of females (b = −12; 95% CI = −0.03 to −2.78) but not males (b = 0.01; 95% CI = −0.07 to 0.08). Conclusion: In line with previous studies, gender was found to alter the vulnerability of African American youth to perceived discrimination. African American boys and girls may differ in their sensitivity to the effects of teacher discrimination on school performance.

Has Curriculum Closed the Test Score Gap in Math?

2004 ◽  
Vol 4 (1) ◽  
Author(s):  
Heather Rose
Keyword(s):  
High School ◽  
Test Score ◽  
Mathematics Curriculum ◽  
School Characteristics ◽  
National Education ◽  
Test Score Gap ◽  
National Education Longitudinal Study ◽  
White Test ◽  
Test Score Gaps ◽  
Hispanic White

Abstract This study examines the extent to which convergence in mathematics course-taking behavior is responsible for narrowing the Hispanic-white and the black-white test score gaps during the 1980s. Mathematics curriculum is measured in detail using high school transcript data from both High School and Beyond and the National Education Longitudinal Study of 1988. After controlling for demographic, family, and school characteristics, changes in curriculum account for about 60 percent of the narrowing Hispanic-white test score gap between 1982 and 1992. However, the black-white test score gap did not drop significantly.

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