Gender-Related Trends in Educational Expectations

教育期望中与性别相关的趋势

• 批准号: 0137050
• 负责人: John Reynolds
• 金额: $ 4.73万
• 依托单位: Florida State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2002
• 资助国家: 美国
• 起止时间: 2002-08-01 至 2003-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0137050&HistoricalAwards=false
• 关键词: Gender; Related; Trends; Educational; Expectations

SES-0137050John ReynoldsFlorida State UniversityThe past thirty years have witnessed considerable change in the gender norms surrounding men's and especially women's work and family roles. More women work full-time than ever before, and even in the most traditional families, two biological parents with young children, women are more likely than not to work for pay. On many work-related dimensions women still lag behind men, including lower median earnings, slimmer chances of being promoted, and a higher average share of household duties. In the area of education, however, women have surpassed men at many levels. Girls today are more likely than boys to plan to attend college, to graduate from high school, to attend college, and to complete a college degree. These trends suggest that the basic processes underlying educational attainment have shifted within recent decades. This research examines changes in girls' and boys' college expectations from 1972 to 1997 in an attempt to identify the most important forces behind women's advances in higher education. College expectations are students' subjective assessments of the odds of completing a college degree in the future, and they have been shown to be an important cognitive link between family background, school performance, and eventual educational achievements. In addition, college expectations among high school girls have risen faster than boys since the 1970s, and girls today are significantly more likely to expect to complete a college degree or plan to attend graduate or professional school. The proposed research hypothesizes the faster rise in college expectations among girls is due to changes in, and gender-specific effects of, parents' achievements, family structure, and local job opportunities. The data come from four national longitudinal surveys of pre-college age youth: the 1972 National Longitudinal Survey, the 1980 High School and Beyond Survey, the 1988 National Education Longitudinal Study, and the 1997 National Longitudinal Survey of Youth. Probit models for each survey estimate the effects of parents' achievements, family structure, and local job opportunities on the probability that girls and boys expect to complete a college degree. Characteristics of parents, families, and local job markets may help explain the gender-related trends in college expectations if the factors that have a more positive effect on girls' expectations become more positive over time (e.g., mothers' educational attainments), or if the effects of these characteristics become more positive for girls over time than for boys (e.g., job opportunities). The findings will suggest how changes in gender norms are impacting a major institution in society, higher education, and they will provide a much-needed update to our understanding of gender differences in the process of educational attainment. The study will also contribute to the current debate over whether girls or boys are more likely to underachieve relative to their talents, a debate that has relevance for educational policy at the secondary and post-secondary levels.

在过去的三十年里，围绕着男性，尤其是女性的工作和家庭角色的性别规范发生了相当大的变化。全职工作的女性比以往任何时候都多，即使是在最传统的家庭中，两个亲生父母带着年幼的孩子，女性也更有可能为报酬而工作。在许多与工作相关的方面，女性仍然落后于男性，包括收入中位数较低，晋升机会较少，以及家庭责任的平均份额较高。然而，在教育领域，妇女在许多方面都超过了男子。今天的女孩比男孩更有可能计划上大学，从高中毕业，上大学，并完成大学学位。这些趋势表明，近几十年来，教育成就背后的基本过程发生了变化。这项研究审查了1972年至1997年期间男女生对上大学的期望的变化，试图找出妇女在高等教育中取得进步的最重要的力量。大学期望是学生对未来完成大学学位的可能性的主观评估，并且已经被证明是家庭背景，学校表现和最终教育成就之间的重要认知联系。此外，自20世纪70年代以来，高中女生对大学的期望比男生上升得更快，今天的女生更有可能期望完成大学学位或计划进入研究生院或专业学校。这项拟议的研究假设，女孩对大学期望的快速上升是由于父母的成就、家庭结构和当地就业机会的变化和性别效应。这些数据来自四个全国性的大学前年龄青年纵向调查：1972年全国纵向调查，1980年高中及以上调查，1988年全国教育纵向研究和1997年全国青年纵向调查。每项调查的概率模型估计了父母的成就、家庭结构和当地就业机会对男女儿童期望完成大学学位的概率的影响。 父母、家庭和当地就业市场的特点可能有助于解释大学期望中与性别有关的趋势，如果对女孩期望有更积极影响的因素随着时间的推移变得更加积极（例如，母亲的教育程度），或者这些特征的影响随着时间的推移对女孩的积极影响大于男孩（例如，工作机会）。调查结果将表明性别规范的变化如何影响社会的一个主要机构，高等教育，他们将提供一个急需的更新，以我们对教育程度的过程中的性别差异的理解。这项研究还将有助于目前关于女孩或男孩相对于其才能而言更有可能成绩不佳的辩论，这一辩论与中学和中学后教育政策有关。