More Is More or More Is Less? Parental Financial Investments during College

Autor/in	Hamilton, Laura T.
Titel	More Is More or More Is Less? Parental Financial Investments during College
Quelle	In: American Sociological Review, 78 (2013) 1, S.70-95 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0003-1224
DOI	10.1177/0003122412472680
Schlagwörter	Academic Achievement; Grade Point Average; College Attendance; Student Attitudes; Paying for College; Parent Financial Contribution; Graduation Rate; Probability; Student Characteristics; Financial Support; College Students; Family Income; Socioeconomic Status; Educational Attainment; Family Structure; Racial Differences; Baccalaureate and Beyond Longitudinal Study (NCES) + Suchen Sie Ihr Suchwort? Schulleistung; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Schülerverhalten; Studienfinanzierung; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Finanzielle Förderung; Collegestudent; Familieneinkommen; Socio-economic status; Sozioökonomischer Status; Bildungsabschluss; Bildungsgut; Familienkonstellation; Familiensystem; Rassenunterschied
Abstract	Evidence shows that parental financial investments increase college attendance, but we know little about how these investments shape postsecondary achievement. Two theoretical frameworks suggest diametric conclusions. Some studies operate from a more-is-more perspective in which children use calculated parental allocations to make academic progress. In contrast, a "more-is-less" perspective, rooted in a different model of rational behavior, suggests that parental investments create a disincentive for student achievement. I adjudicate between these frameworks, using data from nationally representative postsecondary datasets to determine what effect financial parental investments have on student GPA and degree completion. The findings suggest seemingly contradictory processes. Parental aid decreases student GPA, but it increases the odds of graduating--net of explanatory variables and accounting for alternative funding. Rather than strategically using resources in accordance with parental goals, or maximizing on their ability to avoid academic work, students are satisficing: they meet the criteria for adequacy on multiple fronts, rather than optimizing their chances for a particular outcome. As a result, students with parental funding often perform well enough to stay in school but dial down their academic efforts. I conclude by highlighting the importance of life stage and institutional context for parental investment. (Contains 26 notes, 6 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10