The Impact of Parents' Education Level on College Students: An Analysis Using the Beginning Postsecondary Students Longitudinal Study 1990-92/94

The purpose of this study was to examine the impact that education level and primary performance instrument have on the evaluation of music performances. Participants (N = 423) in the study were middle school (n = 187), high school (n = 113), and college (n = 123) musicians who performed on either a brass (n = 115) or a nonbrass (n = 301) instrument. They listened to six junior high trumpet performances by players of various abilities. Results indicated statistically significant findings on six of seven performance subareas for the interaction of education level and performer, and significant main effects for performance instrument, education level, and performer. For many subarea-by-performer interactions, middle and high school students rated performances lower than did college students. In all performance areas (except melodic accuracy), there was a strong lack of influence for instrument (brass, nonbrass) on evaluation. The results suggest that it may be prudent to incorporate activities that help develop evaluation skills in middle and high school instrumental rehearsals.

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Developmental Pathways to Intercultural Competence in College Students

Journal of Studies in International Education ◽

10.1177/10283153211052778 ◽

2021 ◽

pp. 102831532110527

Author(s):

Janelle S. Peifer ◽

Elaine Meyer-Lee ◽

Gita Taasoobshirazi

Keyword(s):

College Students ◽

Longitudinal Study ◽

Study Abroad ◽

Peer Relationships ◽

Intercultural Competence ◽

Developmental Pathways ◽

Global Learning ◽

Constructive Developmental ◽

Travel Restrictions ◽

The Impact

Despite travel restrictions, U.S. colleges invest in students’ global learning, to prepare graduates to thrive in today's interdependent society and world. This multi-method longitudinal study applies a constructive developmental and intersectional lens to examine the impact of travel and non-travel based global learning on intercultural competence and change in social diversity, also assessing the pathways that connect these variables. Our pilot findings suggest a greater contribution of on-campus global learning to development of intercultural competence compared to travel-based experiences, such as study abroad. Furthermore, on-campus global learning also contributes significantly to increases in the diversity of students’ peer relationships, and that diversity then connects to intercultural competence. Somewhat surprisingly, these patterns remain consistent for those with historically dominant and marginalized identities.

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The Impact of Gender, Parents’ Education Level, and Socio-Economic Status on Turkish Students’ Mathematics Performance

Southeast Asian Mathematics Education Journal ◽

10.46517/seamej.v7i1.45 ◽

2017 ◽

Vol 7 (1) ◽

pp. 57-64

Author(s):

Rusli Rusli

Keyword(s):

Economic Status ◽

Student Assessment ◽

Education Level ◽

Mathematics Performance ◽

School Level ◽

Classroom Setting ◽

International Student Assessment ◽

Socio Economic Status ◽

The Impact ◽

Parents Education

This paper describes secondary data analyses that investigate the impact of gender, parents’ education level, and socio-economic status upon Turkish students’ mathematics achievement in the Program for International Student Assessment (PISA) 2009. The analyses were done quantitatively using t-tests, one-way ANOVA, correlation and linear regression. The findings revealed that gender differences and Turkish students’ mathematics performance are statistically significant but practically not significant. Parents’ education level had an impact on Turkish students’ mathematics achievements. The index of Economic, Social and Cultural Status (ESCS) had a positive effect on mathematics achievements and ESCS was a significant predictor of Turkish students’ mathematics performance. The findings seem to suggest that at the school level, the school environment is expected to build students’ motivation in learning, and the teachers in the classroom setting are expected to provide extra hours and learning consultation services for students who need it. At the student level, students were expected to have high motivation in learning and are suggested to not rely on learning facilities provided by their parents. However, further research is required prior to making any recommendations on school policy, teaching, and learning practice in the classroom setting.

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