Early Determinants of Postsecondary Education Participation and Degree Attainment: Findings from an Inner-City Minority Cohort

Autor/inn/en	Ou, Suh-Ruu; Reynolds, Arthur J.
Titel	Early Determinants of Postsecondary Education Participation and Degree Attainment: Findings from an Inner-City Minority Cohort
Quelle	In: Education and Urban Society, 46 (2014) 4, S.474-504 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124512447810
Schlagwörter	Postsecondary Education; Educational Attainment; Academic Degrees; Urban Areas; Minority Group Students; College Attendance; Economically Disadvantaged; Disadvantaged Youth; Low Income Groups; Regression (Statistics); Adjustment (to Environment); Expectation; Parents; Academic Achievement; Prediction; Predictor Variables; Parent Attitudes; Longitudinal Studies; Parent Participation; Truancy; Parent Background; Socioeconomic Influences; Illinois + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; Bildungsabschluss; Bildungsgut; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Urban area; Stadtregion; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Benachteiligter Jugendlicher; Regression; Regressionsanalyse; Expectancy; Erwartung; Eltern; Schulleistung; Vorhersage; Prädiktor; Elternverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Elternmitwirkung; Schulabsentismus; Schulschwänzen; Schulverweigerung; Elternhaus; Sozioökonomischer Faktor
Abstract	Early determinants of college attendance and degree attainment for economically disadvantaged minority youth were examined in the present study. The study sample (n = 1,379) was drawn from the Chicago Longitudinal Study (CLS), an ongoing investigation of a panel of low-income minority children born in 1980, growing up in high-poverty neighborhoods in Chicago. Regression findings indicated that three factors in elementary grades can potentially improve both college attendance and bachelor's (BA) degree completion for economically disadvantaged minority students: better classroom adjustment, high parent expectation in child's education, and better academic performance. Findings have implications for schools, educators, and policy makers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10