Advisor
Welsh, Marilyn
Committee Member
McDevitt, Teresa
Committee Member
Murdock, Jennifer
Committee Member
Hutchinson, Susan
Department
Educational Psychology
Institution
University of Northern Colorado
Type of Resources
Text
Place of Publication
Greeley (Colo.)
Publisher
University of Northern Colorado
Date Created
12-1-2011
Genre
Thesis
Extent
153 pages
Digital Origin
Born digital
Abstract
The current study investigated the application of classic attainment models, both direct and indirect effects, in the predication of career expectations and likelihood of compromise. The results indicated that among high school students (N=200) in grades 10-12 there is no direct effect of socio economic status (SES; as measured by parent education and occupation) on career compromise (aspirations exceeding expectations). Similarly, educational expectations are not directly related to the compromise of occupational expectations. Results of exploratory analysis suggest that career compromise is best explained by academic achievement and parent expectations. In an analysis of the process by which social class is transmitted to occupational expectations, results suggested no direct effect of SES on occupational expectations. However, there was a direct effect of educational expectations on occupational expectations. Given the finding demonstrating a direct effect of SES on educational expectations, the path from SES to occupational expectations appears to be indirect and mediated through educational expectations. Building on the importance of educational expectations in the prediction of occupational expectations, the results indicated that self-efficacy, aligned expectations, and perceived parent expectations explain educational expectations. Of the variables, perceived parent expectations were significantly related to increased levels of educational expectations. Overall it appears that the effect of SES on occupational expectations is mediated by educational expectations; therefore, individuals of lower SES who have increased educational expectations are more likely to have occupational expectations similar to those of their higher SES peers. Moreover, increasing parent expectations is positively associated with educational expectations among individuals of various SES levels. The results of the current study provide insight into the mechanism involved in the intergenerational transmission of social class, notably the importance of educational expectations and significance of the educational expectations parents of various SES levels have for their children.
Notes
Dean's Citation for Excellence
Degree type
PhD
Degree Name
Doctoral
Language
English
Local Identifiers
Wilson_unco_0161D_10114
Rights Statement
Copyright is held by author.
