Racial differences in the effects of significant others on students' educational expectations
Racial differences in the effects of significant others on students' educational expectations
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DOI：
10.2307/3090281
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发表时间：
2002-10-01
影响因子：
3.9
通讯作者：
Starks, B
中科院分区：
文献类型：
--
作者：
Cheng, S;Starks, B
这项研究比较了父母、教师、近亲和同龄人的教育愿望对不同种族学生教育期望的影响。利用国家教育纵向研究的数据，作者发现，重要他人的愿望水平和这些愿望的影响因学生的种族地位和重要他人的类型而异。首先，亚裔、西班牙裔和非裔美国人的父母往往比白色父母对孩子有更高的教育期望，但亚裔和西班牙裔母亲和非裔美国人父亲对学生教育期望的相对影响小于白色父母。第二，近亲的愿望对非裔和西班牙裔美国学生的教育期望有更大的影响。第三，尽管老师和朋友对学生的期望因种族而异，但这些期望对所有种族群体的影响都是相似的。结果表明，通过不同的过程，家庭重要的其他人和其他社会化代理人影响跨种族群体的学生的教育态度。
This study compared the impact of the educational aspirations of parents, teachers, close relatives, and peers on students' educational expectations across various racial groups. Using data from the National Education Longitudinal Study, the authors found that both the levels of significant others' aspirations and the effects of these aspirations vary by students' racial statuses and types of significant others. First, Asian, Hispanic, and African American parents tend to hold higher educational aspirations for their children than do white parents, but the relative influences of Asian and Hispanic mothers and African American fathers on students' educational expectations are smaller than those of their white counterparts. Second, the aspirations of close relatives have greater effects on African American and Hispanic American students' educational expectations. Third, although teachers and friends vary in their aspirations for students, depending on their race, the effects of these aspirations are similar for all racial groups. The results suggest different processes through which familial significant others and other socializing agents influence the educational attitudes of students across racial groups.