Top

Gepubliceerd in:

01-07-2009 | Empirical Research

A Longitudinal Study of the Simultaneous Influence of Mothers’ and Teachers’ Educational Expectations on Low-income Youth’s Academic Achievement

Auteurs: Rashmita S. Mistry, Elizabeth S. White, Aprile D. Benner, Virginia W. Huynh

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 6/2009

Abstract

This short-term longitudinal study investigated the simultaneous influences of adults’ (mothers and teachers) educational expectations and youth’s achievement (standardized test scores and teachers’ ratings of academic performance) across a 3-year time span on youth’s performance in school (GPA). Participants were an ethnically diverse sample of 426 low-income urban youth, ages 6 through 16 at T1. Results from cross-lagged and autoregressive path analyses indicated stability in adults’ expectations and youth’s standardized test scores; cross-lagged influences of teachers’, but not mothers’, expectations across time; and effects of youth’s achievement outcomes on adults’ expectations at T2, but not vice versa. Overall, the pattern of findings demonstrate that adults’ educational expectations are dynamic and responsive to how youth are faring in school and to changes in academic performance across time.

vorige artikel Positive Self-Beliefs as a Mediator of the Relationship Between Adolescents’ Sports Participation and Health in Young Adulthood

volgende artikel Anxiety Trajectories and Identity Development in Adolescence: A Five-wave Longitudinal Study

Alleen toegankelijk voor geautoriseerde gebruikers

Arbuckle, J. L. (1996). Full information estimation in the presence of incomplete data. In G. A. Marcoulides & R. E. Schumacker (Eds.), Advanced structural equation modeling: Issues and techniques (pp. 243–277). Mahwah, NJ: Erlbaum.

Bank, L., Dishion, T. J., Skinner, M., & Patterson, G. R. (1989). Method variance in structural equation modeling: Living with “glop”. In G. R. Patterson (Ed.), Depression and aggression in family interactions: Advances in family research (pp. 247–279). Hillsdale, NJ: Erlbaum.

Benner, A., & Mistry, R. S. (2007). Congruence of mother and teacher educational expectations and low-income youth’s academic competence. Journal of Educational Psychology, 99, 140–153. doi:10.1037/0022-0663.99.1.140.CrossRef

Birch, S. H., & Ladd, G. W. (1998). Children’s interpersonal behaviors and the teacher–child relationship. Developmental Psychology, 34, 934–946. doi:10.1037/0012-1649.34.5.934.PubMedCrossRef

Bollen, K. A. (1989). Structural equations with latent variables. Wiley series in probability and mathematical statistics. Applied probability and statistics section. Oxford, England: Wiley, 514 pp.

Bos, J., Brock, T., Duncan, G., Granger, R., Huston, A., McLoyd, V., et al. (1999). New Hope for people with low incomes: Two-year results of a program to reduce poverty and reform welfare. New York: Manpower Demonstration Research Corporation.

Bridgeland, J. M., Dilulio, J. J. Jr., & Morison, K. B. (2006). The silent epidemic: Perspectives of high school dropouts. A report by civic enterprises in association with Peter D. Hart research associates for the Bill & Melinda Gates Foundation. http://civicenterprises.net/pdfs/thesilentepidemic3-06.pdf

Bronfenbrenner, U. (1979). The Ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.

Bronfenbrenner, U., & Morris, P. (2006). The ecology of developmental processes. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology (pp. 993–1028). New York: Wiley.

Brooks-Gunn, J., Duncan, G. J., Klebanov, P. K., & Sealand, N. (1993). Do neighborhood influence child and adolescent development? American Journal of Sociology, 99, 353–395. doi:10.1086/230268.CrossRef

Conley, D. T. (2007). Toward a comprehensive conception of college readiness. Eugene, OR: Educational Policy Improvement Center.

Cook, T. D., Church, M. B., Ajanaku, S., Shadish, W. R., Jr., Kim, J. R., & Cohen, R. (1996). The development of occupational aspirations and expectations among inner-city boys. Child Development, 67, 3368–3385. doi:10.2307/1131783.PubMedCrossRef

Crosnoe, R., Mistry, R. S., & Elder, G. H., Jr. (2002). Economic disadvantage, family dynamics, and adolescent enrollment in higher education. Journal of Marriage and the Family, 64, 690–702. doi:10.1111/j.1741-3737.2002.00690.x.CrossRef

Diamond, J. B., Randolph, A., & Spillane, J. P. (2004). Teachers’ expectations and sense of responsiliby for student learning: The importance of race, class, and organizational habitus. Anthropology & Education Quarterly, 35(1), 75–98. doi:10.1525/aeq.2004.35.1.75.CrossRef

Duncan, G. J., Magnuson, K. A., & Ludwig, J. (2004). The endogeneity problem in developmental studies. Research in Human Development, 1, 59–80. doi:10.1207/s15427617rhd0101&2_5.CrossRef

Dusek, J. B., & Joseph, G. (1983). The bases of teacher expectancies: A meta-analysis. Journal of Educational Psychology, 75, 327–346. doi:10.1037/0022-0663.75.3.327.CrossRef

Eccles, J. S., & Harold, R. D. (1993). Parent–school involvement during the early adolescent years. Teachers College Record, 94, 568–587.

Farkas, G. (2003). Racial disparities and discrimination in education: What dowe know, how do we know it, and what do we need to know? Teachers College Record, 105, 1119–1146. doi:10.1111/1467-9620.00279.CrossRef

Friedman, T. L. (2005). The world is flat: A brief history of the twenty-first century. New York: Farrar, Straus and Giroux.

Gill, S., & Reynolds, A. J. (1999). Educational expectations and school achievement of urban African American children. Journal of School Psychology, 37, 403–424. doi:10.1016/S0022-4405(99)00027-8.CrossRef

Goldenberg, C., Gallimore, R., Reese, L., & Garnier, H. (2001). Cause or effect? A longitudinal study of immigrant Latino parents’ aspirations and expectations, and their children’s school performance. American Educational Research Journal, 38, 547–582. doi:10.3102/00028312038003547.CrossRef

Gresham, F. M., & Elliott, S. N. (1990). Social skills rating system manual. Circle Pines, MN: American Guidance Service, Inc.

Howard, T. (2003). “A tug of war in our minds”: African American high school students’ perceptions of their academic identities and college aspirations. High School Journal, 87, 4–17. doi:10.1353/hsj.2003.0017.CrossRef

Hughes, J. N., Gleason, K. A., & Zhang, D. (2005). Relationship influences on teachers’ perceptions of academic competence in academically at-risk minority and majority first grade students. Journal of School Psychology, 43, 303–320. doi:10.1016/j.jsp. 2005.07.001.CrossRefPubMed

Huston, A. C., Miller, C., Richburg-Hayes, L., Duncan, G., Eldred, C., Weisner, T., et al. (2003). New Hope for families and children: Five-year results of a program to reduce poverty and reform welfare. New York: Manpower Demonstration Research Corporation.

Jussim, L., & Harber, K. D. (2005). Teacher expectations and self-fulfilling prophecies: Knowns and unknowns, resolved and unresolved controversies. Personality and Social Psychology Review, 9, 131–155. doi:10.1207/s15327957pspr0902_3.PubMedCrossRef

Kenny, D. A. (2005). Multiple group models. Retrieved April 20, 2006 from http://davidakenny.net/cm/mgroups.htm.

Lareau, A. (2003). Unequal childhoods: Class, race, and family life. Berkeley, CA: University of California Press.

Madon, S. J., Jussim, L., Keiper, S., Eccles, J., Smith, A., & Palumbo, P. (1998). The accuracy and power of sex, social class and ethnic stereotypes. A naturalistic study in person perception. Personality and Social Psychology Bulletin, 24, 1304–1318. doi:10.1177/01461672982412005.CrossRef

Masten, A. S., & Coatsworth, J. D. (1998). The development of competence in favorable and unfavorable environments: Lessons from research on successful children. The American Psychologist, 53, 205–220. doi:10.1037/0003-066X.53.2.205.PubMedCrossRef

Mayer, L. S., & Carroll, S. S. (1988). Measures of dependence for cross-lagged panel models. Sociological Methods & Research, 17(1), 93–120. doi:10.1177/0049124188017001005.CrossRef

McLoyd, V. C. (1998). Socioeconomic disadvantage and child development. The American Psychologist, 53, 185–204. doi:10.1037/0003-066X.53.2.185.PubMedCrossRef

Medrich, E., Kagehiro, S. A., & Houser, J. (1994). Vocational education in G-7 countries: Profiles and data. Research and development report. Berkeley, CA: MPR Associates.

Muller, C., Katz, S. R., & Dance, L. J. (1999). Investing in teaching and learning: Dynamics of the teacher–student relationship from each actor’s perspective. Urban Education, 34, 292–337. doi:10.1177/0042085999343003.CrossRef

Muthen, L. K., & Muthen, B. O. (2004). Mplus user’s guide (3rd ed.). Los Angeles: Muthen & Muthen.

National Center for Education Statistics. (2005). Education statistics quarterly, 7 (1 & 2). Washington, DC: United States Department of Education.

Oakes, J. (2005). Keeping track: How schools structure inequality (2nd ed.). New Haven, Connecticut: Yale University Press.

Reynolds, A. J., & Gill, S. (1994). The role of parent perspectives in the school adjustment of inner-city Black children. Journal of Youth and Adolescence, 23, 671–694. doi:10.1007/BF01537635.CrossRef

Rosenthal, R., & Jacobson, L. (1968). Teacher expectations for the disadvantaged. Scientific American, 218, 19–23.CrossRef

Rothstein, R. (2004). Class and schools: Using social, economic, and educational reform to close the Black–White achievement gap. Washington, DC: Economic Policy Institute.

Schneider, B., Carnoy, M., Kilpatrick, J., Schmidt, W. H., & Shavelson, R. J. (2007). Estimating causal effects: Using experimental and observational studies. Washington, DC: American Educational Research Association.

Singer, J. D., & Willett, J. B. (2003). Applied longitudinal data analysis: Modeling change and event occurrence. Oxford: Oxford University Press.

Smith, A. E., Jussim, L., & Eccles, A. (1999). Do self-fulfilling prophecies accumulate, dissipate or remain stable over time? Journal of Personality and Social Psychology, 77, 548–565. doi:10.1037/0022-3514.77.3.548.PubMedCrossRef

Stage, F. K., Carter, H. C., & Norma, A. (2004). Path analysis: An introduction and analysis of a decade of research. The Journal of Educational Research, 98, 5–12. doi:10.3200/JOER.98.1.5-13.CrossRef

Steinberg, L., Dornbusch, S. M., & Brown, B. B. (1992). Ethnic differences in adolescent achievement: An ecological perspective. The American Psychologist, 47(6), 723–729. doi:10.1037/0003-066X.47.6.723.PubMedCrossRef

Stevenson, H. W., Chen, C., & Uttal, D. H. (1990). Beliefs and achievement: A study of Black, White, and Hispanic children. Child Development, 61, 508–523. doi:10.2307/1131111.PubMedCrossRef

Taylor, M. C. (1979). Race, sex, and the expression of self-fulfilling prophecies in a laboratory teaching situation. Journal of Personality and Social Psychology, 37, 897–912. doi:10.1037/0022-3514.37.6.897.CrossRef

Vandell, D. L. (2000). Parents, peer groups, and other socializing influences. Developmental Psychology, 36, 699–710. doi:10.1037/0012-1649.36.6.699.PubMedCrossRef

Wentzel, K. R. (2002). Are effective teacher like good parents? Teaching styles and student adjustment in early adolescence. Child Development, 73, 287–301. doi:10.1111/1467-8624.00406.PubMedCrossRef

Wood, D., Kaplan, R., & McLoyd, V. C. (2007). Gender differences in the educational expectations of urban, low-income African American youth: The role of parents and the school. Journal of Youth and Adolescence, 36, 417–427. doi:10.1007/s10964-007-9186-2.CrossRef

Woodcock, R. W., & Johnson, M. B. (1990). Woodcock–Johnson psycho-educational battery-revised. Allen, TX: DLM Teaching Resources.

Zhan, M., & Sherraden, M. (2003). Assets, expectations, and children’s educational achievement in female-headed households. The Social Service Review, 77, 191–211. doi:10.1086/373905.CrossRef

Titel: A Longitudinal Study of the Simultaneous Influence of Mothers’ and Teachers’ Educational Expectations on Low-income Youth’s Academic Achievement
Auteurs: Rashmita S. Mistry
Elizabeth S. White
Aprile D. Benner
Virginia W. Huynh
Publicatiedatum: 01-07-2009
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 6/2009
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-008-9300-0

Andere artikelen Uitgave 6/2009

Examining Temporal Associations Between School Connectedness and Early Adolescent Adjustment

EMPIRICAL RESEARCH

Anxiety Trajectories and Identity Development in Adolescence: A Five-wave Longitudinal Study

Empirical Research

Intraindividual Variability in Adolescents’ Perceived Relationship Satisfaction: The Role of Daily Conflict

Open Access
Empirical Research

The Challenge of Adolescent Crowd Research: Defining the Crowd

Empirical Research

Daily and Compulsive Internet Use and Well-Being in Adolescence: A Diathesis-Stress Model Based on Big Five Personality Traits

Empirical Research

Negative Adult Influences and the Protective Effects of Role Models: A Study with Urban Adolescents

Empirical Research