Educational aspirations of minority youth
Educational aspirations of minority youth
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DOI：
10.1086/444188
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发表时间：
1998-05-01
影响因子：
2.5
通讯作者：
Tienda, M
中科院分区：
文献类型：
--
作者：
Kao, G;Tienda, M
使用1988年的国家教育纵向研究（NELS：88），我们分析了如何形成和保持从八年级到十二年级之间的一个单一的青年群体的教育愿望。在地位实现文献的研究，重点是如何形成的愿望，和阻塞的机会框架，认为结构性障碍，约束或水平的愿望，我们发现，少数民族青年的相对份额有很高的教育愿望是高的，从八年级到十二年级。然而，种族群体在保持高教育愿望的程度上存在差异，黑人和西班牙裔青年的愿望不太稳定。我们的研究结果表明，家庭的社会经济地位（SES）不仅有助于雄心勃勃的愿望在八年级，但更重要的是，在整个高中的高期望的维护。由于黑人和西班牙裔学生不太可能在整个高中保持他们的高愿望，由于他们的家庭社会经济地位较低的背景，我们认为，他们的早期愿望是不太具体的比那些白色，特别是亚洲学生。与青少年的焦点小组讨论支持定量研究结果，与白人和亚洲人相比，黑人和西班牙裔青年相对不了解大学，从而降低了他们实现教育目标的几率。
Using the National Education Longitudinal Study of 1988 (NELS:88),we analyze how educational aspirations are formed and maintained from eighth to twelfth grades among a single cohort of youth. Guided by research in the status-attainment literature, which focuses on how aspirations are shaped, and the blocked-opportunities framework, which considers the structural obstacles that bound or level aspirations, we find that the relative shares of minority youth who have high educational aspirations are high from eighth to twelfth grades. However, ethnic groups differ in the extent to which high educational aspirations are maintained such that black and Hispanic youth have less stable aspirations. Our results suggest that family socioeconomic status (SES) not only contributes to ambitious aspirations in eighth grade but, more important, to the maintenance of high aspirations throughout the high school years. Because black and Hispanic students are less likely to maintain their high aspirations throughout high school, owing to their lower family SES background, we argue that their early aspirations are less concrete than those of white and especially Asian students. Focus-group discussions with adolescents support quantitative findings that, compared to whites and Asians, black and Hispanic youth are relatively uninformed about college, thus dampening their odds of reaching their educational goals.