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It Takes a Village: The Effects of 10th Grade College‐Going Expectations of Students, Parents, and Teachers Four Years Later
Author(s) -
Gregory Anne,
Huang Francis
Publication year - 2013
Publication title -
american journal of community psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.113
H-Index - 112
eISSN - 1573-2770
pISSN - 0091-0562
DOI - 10.1007/s10464-013-9575-5
Subject(s) - psychology , socioeconomic status , expectancy theory , health psychology , equity (law) , psychological intervention , multilevel model , longitudinal study , mathematics education , developmental psychology , social psychology , medical education , public health , demography , sociology , medicine , population , nursing , pathology , machine learning , psychiatry , political science , computer science , law
Adolescents are surrounded by people who have expectations about their college‐going potential. Yet, few studies have examined the link between these multiple sources of college‐going expectations and the actual status of students in postsecondary education years later. The study draws on data collected in the 2002–2006 Educational Longitudinal Study and employs an underutilized statistical technique (cross‐classified multilevel modeling) to account for teacher reports on overlapping groups of students (typical of high school research). Results showed that positive expectations of students, parents, English, and mathematics teachers in the 10th grade each uniquely predicted postsecondary status 4 years later. As a group, the four sources of expectations explained greater variance in postsecondary education than student characteristics such as socioeconomic status and academic performance. This suggests positive expectations are additive and promotive for students regardless of their risk status. Teacher expectations were also found to be protective for low income students. Implications for future expectancy research and equity‐focused interventions are discussed.