The transition at the end of compulsory full-time education: by Marina Trebbels

By Marina Trebbels

Besides diversified preconditions for academic good fortune in local and migrant households, a big position has been ascribed to scholars’ academic aspirations within the rationalization of ethnic disparities in academic attainment. in keeping with a pattern of a number of hundred 9th and 10th graders in Hamburg, the examine investigates the size alongside which local and migrant scholars build their academic and destiny profession aspirations and expectancies on the finish of obligatory full-time schooling. the consequences supply perception into the applicability of conventional techniques that examine the mechanisms that form social disparities in schooling to give an explanation for the ethnic attainment hole, and into the arguable which means of subjective information within the type of respondent-reported academic aspirations and the translation of upper aspirations in migrant households as secondary results of ethnic origin.

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Extra resources for The transition at the end of compulsory full-time education: Educational and future career aspirations of native and migrant students

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Attempting to increase the explanatory power of the model, subsequent attainment models gradually shifted their focus toward the role of structural constraints and allocation processes, and empirically demonstrated the potential explanatory value of the inclusion of aspects of the institutional structure, demographic effects and variations in resources other than measures of the family’s socioeconomic position (cf. Morgan 2005, p. 59 and literature therein). As regards the unresolved question of Black-White differences in the estimates of the correspondence between aspirations and attainment outcomes, popular explanations refer to the neglect of externally imposed constraints that are faced by certain groups only and influence their view of the opportunity structure, such as experienced and anticipated discrimination (Alexander and Eckland 1975; Alexander et al.

Monograph: Toward a Unifying Social Cognitive Theory of Career and Academic Interest, Choice, and Performance. Journal of Vocational Behavior, 45, 79-122. , & Wang, J. (2001). A Confirmatory Examination of Walberg’s Model of Educational Productivity in Student Career Aspiration. Educational Psychology, 21(4), 443-453. Manski, C. F. (2004). Measuring Expectations. Econometrica, 72(5), 1329-1376. , & Bikos, L. H. (2000). Educational and Vocational Aspirations of Minority and Female Students: A Longitudinal Study.

1 The Wisconsin model of status attainment 51 The observation of a direct path from level of educational performance to student aspirations, however, revealed that students not only adopt the expectations and imitate the behavior of their significant others but that they also adjust their aspirations to level of past performance (‘self-reflection’ processes). This observation, along with a decrease in the magnitude of the effect from significant others’ influence on both aspiration variables and educational attainment, led the authors to conclude that “the youth normally has a fairly adequate perception of the objective requirements for status attainment and to some extent independently gauges his ability to compete by assessing his grades relative to those of others” (Sewell et al.

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