Longitudinal roles of precollege contexts in low-income youths' postsecondary persistence.
Longitudinal roles of precollege contexts in low-income youths' postsecondary persistence.
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大学前环境对低收入青年中学后坚持的纵向作用。
DOI：
10.1037/a0025347
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发表时间：
2012
影响因子：
4
通讯作者：
Li,Cheng-Hsien
中科院分区：
文献类型：
--
作者：
Diemer,MatthewA;Li,Cheng-Hsien
低收入青年进入中学后教育机构的频率较低，辍学率较高，辍学后重返学校的可能性较低，获得中学后学位的可能性也较低。因此，重要的是要了解低收入青年如何发展在中学后环境中坚持下去的能力。本文探讨了背景支持如何有助于低收入（主要是种族/少数民族）青年的教育期望和中学后的持久性。作者通过将结构方程模型应用于在5年内调查3次的青年纵向小组，同时控制学业成绩，年龄和性别来研究这些问题。所获得的结构模型表明，冥想的“链”，家长和同龄人培养教育的期望和中学后的持久性随着时间的推移。这篇文章表明，大学前的背景和期望显然是重要的，在解释如何低收入青年的进展，通过中间检查点中学后的坚持，在道路上完成学位。（PsycINFO数据库记录（c）2016阿帕，保留所有权利）
Low-income youths enroll at postsecondary institutions less frequently, drop out more often, are less likely to return after dropping out, and are less likely to attain a postsecondary degree than their more affluent peers. It is therefore important to understand how low-income youths develop the capacity to persist in the postsecondary setting. This article explores how contextual supports contribute to low-income (and predominantly racial/ethnic minority) youths' educational expectancies and postsecondary persistence. The authors examined these questions by applying structural equation modeling to a longitudinal panel of youths surveyed 3 times over a 5-year period, while controlling for academic achievement, age, and gender. The obtained structural model suggests meditating “chains” by which parents and peers foster educational expectancies and postsecondary persistence over time. This article suggests that precollegiate contexts and expectancies clearly matter in explaining how low-income youths progress through intermediate checkpoints—postsecondary persistence—on the path to degree completion.(PsycINFO Database Record (c) 2016 APA, all rights reserved)