Intergenerational Transmission of Educational Aspirations in Chinese Families: Identifying Mediators and Moderators

Parents’ educational aspirations for youth play an important role in shaping youth’s own educational aspirations; however, little is known about how and in what context parents may transmit their aspirations to youth effectively. This is of particular interest and import to be examined in Chinese families, given Chinese cultural emphasis on educational achievement and Chinese youth’s outstanding academic performance internationally. By integrating several key theories of motivation and parental socialization (i.e., the expectancy-value model of academic achievement, the two-step model of value transmission, the contextual model of parenting, and the self-determination theory), the current study investigated simultaneously the mediating roles of parental involvement in youth’s learning and youth’s perceptions of parental aspirations, as well as the moderating role of parental warmth in the intergenerational transmission process of educational aspirations in Chinese families. A two-wave longitudinal study spanning about half a year was conducted among 323 Chinese seventh graders (54% female; M_age?=?13.25 years) and one of their parents (median educational attainment?=?completion of high school, median monthly income?=?USD 766–1226). It was found that parental educational aspirations for youth were related positively both indirectly through parental involvement and directly to youth’s perceptions of parental aspirations, which in turn were associated positively with youth’s own educational aspirations about half a year later. It was also found that parental educational aspirations for youth and youth’s own educational aspirations were associated positively with each other only when youth reported experiencing high levels of parental warmth, but unrelated when youth reported experiencing low levels of parental warmth, whereas such moderating effects of parental warmth were absent on the links from parental aspirations to youth’s perceptions of parental aspirations and parental involvement. These findings highlight the importance of integrating multiple theories to understand parent-to-youth transmission of educational aspirations in non-western cultures, which helps not only reveal generalizability, as well as boundary conditions for Western-originated theories, but also inform practical endeavors at promoting youth’s educational achievement worldwide to draw on strengths of different cultures.     

Parental Aspirations for Their Children’s Educational Attainment: Relations to Ethnicity,Parental Education,Children’s Academic Performance,and Parental Perceptions of School Climate

This study examined parental aspirations for their children’s educational attainment in relation to ethnicity (African American, Asian, Caucasian, Hispanic), parental education, children’s academic performance, and parental perceptions of the quality and climate of their children’s school with a sample of 13,577 middle and high school parents. All parents had relatively high educational aspirations for their children, and within each ethnic subgroup, parental education and children’s academic performance were significantly and positively related to parental aspirations. However, moderating effects were found such that Caucasian parents with lower levels of education had significantly lower educational aspirations for their children than did parents of other ethnicities with similar low levels of education. Although the strength of the relationship between parental perceptions of school-related factors and parental aspirations for their children’s educational attainment was not strong, it was most predictive of non-Caucasian parental aspirations for their children.

Childhood Predictors and Mid-Adolescent Correlates of Developmental Trajectories of Alcohol Use among Male and Female Youth

The identification of salient risk factors for alcohol consumption among male and female adolescents is an important topic not only for etiology research but also for designing effective gender-specific alcohol prevention programs for young people. This study examined the extent to which problematic alcohol use trajectories from ages 14 to 18 among male and female youth were related to childhood predictors assessed at age 9 (i.e., impulsivity, academic self-confidence, social problems with peers), socio-demographic variables, and mid-adolescent correlates [i.e., parental use, body mass index (BMI), risky peer context, conduct problems at school, parent–child relationship, somatic complaints]. Data analysis was based on a representative German longitudinal study (1986–1995, n = 1,619, 55 % female). Using growth mixture modeling methodology, associations of childhood predictors and mid-adolescent correlates to distinctive trajectories of alcohol use were examined for males and females separately. For males, a problematic consumption trajectory was associated with poor relationships to parents in adolescence and small community size. For females, low impulsivity during childhood, high BMI, and contact with deviant peers during adolescence predicted problematic as compared to normative alcohol use trajectories. Additionally, high parental alcohol use, low parental educational background, and conduct problems at school during adolescence were common predictors of a problematic alcohol use trajectory in both genders. The results provide insights regarding differences in the gender-typical development of adolescent alcohol use as well as stress the need of gender-specific intervention components along with universal prevention strategies against problematic consumption trajectories.     

Parents’ Participation in a Work-Based Anti-Poverty Program Can Enhance Their Children’s Future Orientation: Understanding Pathways of Influence

Planning and preparing for life after high school is a central developmental task of American adolescents, and may be even more critical for low-income youth who are less likely to attend a four year college. This study investigates factors that led to the effects of the New Hope Project, a work-based, anti-poverty program directed at parents on youths’ career-related thoughts and planning. The New Hope project was implemented in Milwaukee, WI, during the mid-1990s. 745 families participated (52 % male children; 56 % African American; 30 % Latino, and 15 % White non-Hispanic) and half were randomly selected to receive New Hope benefits, which included earnings supplements, job search assistance, and child and health care subsidies for 3 years. Importantly, effects on youths’ future orientation were found 8 years after the program began (5 years after benefits ended). The present study investigates what factors sustained these positive impacts over time. Results indicate that parental perceptions of reading performance mediate the effects of New Hope on youths’ cynicism about work. Additionally, parental perceptions of reading performance and youths’ educational expectations mediate the effects of New Hope on boys’ pessimism about future employment. These findings highlight the importance of youths’ educational development to their career-related thoughts and planning.     

Educational Aspirations of Male and Female Adolescents from Single-Parent and Two Biological Parent Families: A Comparison of Influential Factors

Youth from single-parent families report lower educational aspirations than those from two-parent families. This study explored the influence of background factors (gender, grade, parental education and SES), parental involvement with education, academic self-concept, and peer influences on educational aspirations. The participants were Canadian adolescents; 2751 from two parent and 681 from single-parent families. ANOVA results showed that adolescents from single-parent families scored significantly lower than adolescents from intact families on educational aspirations, and other predictor variables. Hierarchical regression analysis showed that the pattern of relationships between educational aspirations and other factors was very similar for adolescents from both types of families; namely academic self-concept significantly predicted educational aspirations. The family involvement and background factors predicted educational aspirations via academic self-concept. Having academically oriented peers was especially beneficial to adolescents from single-parent families. Implications for intervention programs are discussed. The research was supported by a Social Sciences and Humanities Research Council of Canada Grant. Rashmi Garg is an Associate professor in the Department of Psychology at Laurentian University. She received her PhD in 1983 from the University of Ottawa. Basically she is interested in applied research in the areas of educational and psychological measurement and testing. More specifically she is interested in the adolescent's education and career development. Stella Melanson received a master's degree in Human Development from Laurentian University in 2003. She is working as a research data analysis coordinator for Ontario Early Years Education and Social Planning Council. Her interest is in early childhood education. Elizabeth Levin is an Associate Professor and Chair of the Department of Psychology at Laurentian University. She received her PhD in 1986 from the University of Waterloo. Her major research interests focus on parenting styles and children's conceptions of parenting.     

Relationship of School Context to Rural Youth’s Educational Achievement and Aspirations

Though the poverty encountered by many rural youth encompasses numerous developmental challenges and substantially increases the chances for educational problems, the school context is central to promoting and constraining their development. Therefore, the purpose of this study was to investigate the relationship of school characteristics and schooling experiences to the educational achievement and aspirations of youth from high-poverty rural communities. Differences in the relationship of school characteristics and schooling experiences to the educational outcomes of students from high- versus low-poverty rural communities were also examined. Participants included 6,247 high school students from 43 low-poverty and 21 high-poverty rural communities. Approximately 51.7% of participants were female and the sample was racially/ethnically diverse (66.4% White, 9.2% African American, 8.1% Hispanic/Latino(a), 4.4% Native American, and 11.8% Multiracial). After controlling for student and family background, school characteristics (e.g., lower student–teacher ratio) were predictive of achievement for rural youth from high-poverty communities. Schooling experiences (e.g., positive perceptions of their ability, a sense of school valuing and belonging, and preparation for postsecondary education) were predictive of educational achievement and aspirations for rural youth from high- and low-poverty communities. Overall, the study highlights unique ways schools can positively shape the educational outcomes for rural youth despite community poverty.     

人力资本与教育投资

人力资本在经济发展中具有十分重要的作用 ,它是经济发展的根本性因素。人力资本的重要来源是教育投资 ,人力资本质量的高低也取决于教育投资的数量和质量。因此 ,增加教育投入 ,提高人口质量 ,建立有中国特色的教育体系是一项十分重要而紧迫的任务。     

The Influences of Family and Place on Rural Adolescents’ Educational Aspirations and Post-secondary Enrollment

Despite the large contingent of students living in rural areas, existing research on the processes that precede the college enrollment of rural adolescents is limited. With a particular focus on gender, this study investigated rural adolescents’ perceptions of family and place and how these perceptions related to their educational aspirations and subsequent college enrollment using a nationwide sample of rural adolescents (N?=?3456; 52.5% female). Female adolescents reported higher academic achievement, educational aspirations, parental expectations, and family responsibility and enrolled in two-year and four-year institutions at greater rates compared to male adolescents, who reported significantly higher rural identity and perceptions of job opportunities in the rural community. Utilizing a multiple group moderated mediation approach, the results provided evidence that adolescents’ increased perceptions of their parents’ educational expectations were associated with increased educational aspirations and college enrollment and that adolescents’ increased perceptions of job opportunities in their rural community were associated with decreased educational aspirations. In addition, the results showed that gender moderated the relation between perceptions of job opportunities in the rural community and postsecondary enrollment. These findings highlight how the developmental resources of family and place relate to adolescents’ educational aspirations and subsequent postsecondary enrollment.     

The Zweig Center for Special Education

Summary

The Zweig Center for Special Education, based on the heritage and history of kibbutz special education, is a model for the school-university partnership and of the professional development school. This model integrates kibbutz education with special education in a unique way.

Kibbutz education is traditionally non-selective, emphasizing an educating society/environment; the integration of educational factors; the integration of society, studies, and work; active learning; informal methods; autonomy in the children's society; and autonomy of educational staff. These make possible schools as laboratories of community partnerships, training opportunities, and action research that show the varieties of school-university partnership and professional development schools.     

Pathways of Intergenerational Transmission of Advantages during Adolescence: Social Background,Cognitive Ability,and Educational Attainment

Educational attainment in adolescence is of paramount importance for attaining higher education and for shaping subsequent life chances. Sociological accounts focus on the role of differences in socioeconomic resources in intergenerational reproduction of educational inequalities. These often disregard the intergenerational transmission of cognitive ability and the importance of children’s cognitive ability to educational attainment. Psychological perspectives stress the importance of cognitive ability for educational attainment but underemphasize potentially different roles of specific socioeconomic resources in shaping educational outcomes, as well as individual differences in cognitive ability. By integrating two strands of research, a clearer picture of the pathways linking the family of origin, cognitive ability, and early educational outcomes can be reached. Using the population-based TwinLife study in Germany, we investigated multidimensional pathways linking parental socioeconomic position to their children’s cognitive ability and academic track attendance in the secondary school. The sample included twins (N?=?4008), respectively ages 11 and 17, and siblings (N?=?801). We observed strong genetic influences on cognitive ability, whereas shared environmental influences were much more important for academic tracking. In multilevel analyses, separate dimensions of socioeconomic resources influenced child cognitive ability, controlling parental cognitive ability. Controlling adolescent cognitive ability and parental cognitive ability, parental socioeconomic resources also directly affected track attendance. This indicated that it is crucial to investigate the intertwined influences on educational outcomes in adolescence of both cognitive ability and the characteristics of the family of origin.     

Shared Agency with Parents for Educational Goals: Ethnic Differences and Implications for College Adjustment

This study proposed and confirmed three ways in which college students can perceive shared agency and two ways in which they can perceive non-shared agency with parents when pursuing educational goals in college. Differences and similarities were examined among participants from four ethnic backgrounds (N = 515; 67% female): East Asian American, Southeast Asian American, Filipino/Pacific Islander American, and European American. Results indicated that Asian American youth reported higher levels of non-shared agency with parents (i.e., parental directing and noninvolvement), lower levels of shared agency (i.e., parental accommodation, support, or collaboration), and poorer college adjustment compared to European Americans. However, ethnic similarities were found whereby perceived shared agency in education with parents was associated with college adjustment. Multiple mediation analyses also indicated that our model of shared and non-shared agency with parents explained differences in college adjustment between Asian and European Americans, though more strongly for comparisons between European and East Asian Americans. Our results suggest that parents continue to be important in the education of older youth but that continued directing of youth’s education in college can be maladaptive.     

Constructing Counseling Through Narrating Adolescence

In this paper we analyze personal narratives of school counseling students so as to better understand how they perceive the influence of their own adolescence on their present views regarding adolescence and counseling. Through the textual analysis of the narratives, we map their perceptions of adolescence and counseling. We consider if and how traditional adolescence views are replicate in the students’ narratives, and reflect on the students’ characterizations of the school counselor’s roles and tasks. The sample includes 34 female respondents aged between 25 and 47 years old. We show that many of the issues raised in the narratives seem to point to a perception of the participants of a need to radically change the school (institutional) culture. We conclude by pointing at the potential confluence between the narratives’ discourse and traditional conceptualizations in sociology and anthropology regarding the organization and practices of informal social spheres.Dr. Zvi Bekerman, teaches anthropology of education at the School of Education and The Melton Center, Hebrew University of Jerusalem. His main interests are in the study of cultural, ethnic and national identity, including identity processes and negotiation during intercultural encounters and in informal learning contexts. He has also recently become involved in the study of identity construction and development in educational computer-mediated environments. He is one of the editors of the soon to be published “Learning in Places: The informal education reader” (Peter Lang).Dr. Moshe Tatar, Senior Lecturer with Associate Professor and Head of the Division of Counseling, School of Education, the Hebrew University of Jerusalem. Received Ph.D. in Psychology from The Hebrew University of Jerusalem. His major research interests are adolescent help-seeking behaviors and attitudes, counseling adolescent immigrant populations, and parental perceptions of schools     

The Long Arm of Community: The Influence of Childhood Community Contexts Across the Early Life Course

This study examines the longitudinal effects of childhood community contexts on young adult outcomes. The study uses a sample of 14,000 adolescents (52% female) derived from the 1990 US Census and the National Longitudinal Study of Adolescent Health (Addhealth). The study examines whether community and family environments exert separate and/or joint long-term influences on young adult achievement and depression. We found both direct and indirect long-term influences of childhood community adversity on young adult educational attainment. The indirect influences of childhood community adversity operated through family and individual-level factors. The long-term influence of childhood community adversity on young adult depression was only indirect. Overall, community influences on young adult achievement outcomes were mediated by family context and by the adolescents’ adjustments and transitions, including adolescent depression, school adjustment, and disruptive transitional events. The moderating effect of childhood community adversity suggests that the protective effects of family resources on young adult outcomes dissipate significantly in extremely adverse neighborhoods. The findings demonstrate the importance of integrating multiple theoretical perspectives for longitudinal research to capture pathways of community influence on adolescent developmental and young adulthood outcomes.     

Subjective Social Status,Immigrant Generation,and Cannabis and Alcohol Use Among Adolescents

Research indicates that subjective perceptions of socioeconomic status (SES) affect aspects of health and behavior. There has been little research attention to how objective (e.g., education) and subjective aspects of SES may differ in their influence on the substance use of adolescent immigrants. The present study examined whether the associations between subjective SES and substance use, and between parental education and substance use varied by immigrant generation. Data were derived from the 2011 Ontario Student Drug Use and Health Survey, a representative survey of students in the 7th to 12th grade. The sample for this study consisted of 9177 students 12–19 years of age; 48.4 % were female, 66.4 % were White/European, 5.2 % Black/Afro-Caribbean, 16.4 % Asian and 12 % other. Results indicated that subjective SES was more strongly associated with cannabis and alcohol use among first-generation immigrants than among adolescents of other immigrant generations even after adjusting for parental education. First-generation immigrants with low subjective SES had a lower probability of cannabis and regular alcohol use, but there was no difference in use between immigrant generations at high subjective SES. The associations between parental education and cannabis and alcohol use did not significantly vary with immigrant generation. The findings highlight the importance of status beliefs among adolescents, particularly among first-generation immigrants, and suggest that further research attention to such beliefs would enhance our understanding of SES and its links to adolescent health risk behaviors.     

Integration in Kibbutz Day Schools

Summary

Since the 1970s, many kibbutz educational systems have moved from schools solely for one kibbutz to regional schools. Regional schools put the kibbutzim goal of maintaining their own uniqueness in tension with their need and desire to integrate with and contribute to Israeli society. Consolidation required attention to the differing educational abilities and capacities of diverse students and redefining community in heterogeneous, regional terms. These have benefited participating kibbutzim and, based on traditional strengths of kibbutz education, these regional schools have contributed principles of non-selective (inclusive) education, community and classroom values education, and acceptance of difference in others. Integration in regional schools requires schools to adapt to the diversity of the region but also to the uniqueness of participating communities.     

新阶段国家战略人才力量建设 ：聚焦高校人才教育

人力资本是支撑我国科技自立自强、高质量发展的核心要素。党的二十大报告再次提出科教兴 国战略和人才强国战略,这就要求高校不断提升人才培养的水平。当前我国高校人才培养整体水平依然不高, 不仅不能充分满足当前的需要,与未来发展的需要更是存在明显差距。影响我国高校人才培养质量的两大深层 问题是高校行政化问题和东亚教育模式问题,前者是造成我国高校人才教育中存在诸多扭曲效应的根源性因素, 后者则在很大程度上是制约高校教育高质量发展的社会深层问题。研究建议：我国未来高校人才培养需要树立 实用主义导向、创新导向、长期导向、竞合导向、学术—教学均衡分流导向和适度教育导向;采取系统性思维 看待高校人才培养问题,根据现代大学的教育理念采取综合措施推动高校等机构去行政化;同时从源头入手, 逐步转变应试教育体系,合理设置学科及按照需求动态调整不同学科招生人数,不断深化国际合作。     

Depressive Symptoms, Stress, and Support: Gendered Trajectories From Adolescence to Young Adulthood

Stressful transitions in adolescence increase depressive symptoms, especially among girls. However, little is known about this risk as adolescents mature into young adulthood, especially about how parental support affects depression trajectories during this period. Using the National Longitudinal Study of Adolescent Health, this analysis investigates the role of gender in structuring the associations among stressful life events, parental support, and depression. Females reported more depressive symptoms at the outset of the study, a rank order that persisted along declining depression trajectories into young adulthood. In addition, stress accounts for the decline in trajectories for females but not males. Support from both parents has a salubrious effect on mental health, regardless of gender, but this effect dissipates as adolescents age into adulthood.     

试论联手打造继续教育公共服务共享平台

首都职工素质教育工程开创了由工会、政府、社会教育机构联手开展职工培训的新模式。充分整合优质资源,搭建方便、快捷、实用、有效的继续教育公共服务共享平台,建立完善的运行保障机制,创新职工培训模式,开展灵活多样的培训形式,对于首都经济社会的快速发展,维护职工群众的学习权、受教育权和发展权,加快推进职工队伍知识化进程有着至关重要的作用。     

Examining Socio-Cultural and Neighborhood Factors Associated with Trajectories of Mexican-Origin Mothers’ Education-Related Involvement

Parental involvement in education is an important determinant of youth’s academic success. Yet, there is limited knowledge on how Latino parents’ education-related involvement changes over time. Using data from a longitudinal study of 674 Mexican-origin families (mother-adolescent dyad; M _age of child at Wave 1=10.4, SD?=?0.60), we examined trajectories of parental involvement from 5^th to 11^th grade and the effects of socio-cultural (e.g., family SES and acculturation) and contextual (e.g., neighborhood) factors on these trajectories. Results showed that mothers reduced two aspects of the educational involvement: home-based involvement and academic aspirations, but increased on a third aspect of involvement, resource seeking. Furthermore, family SES, acculturation, and neighborhood context were differentially associated with mothers’ involvement at 5^th grade and predicted changes in involvement across elementary and high school.     

Women's access to power in self-government municipalities of Oaxaca,Mexico: Describing their career tracks

The Usos y Costumbres system of Oaxaca, Mexico, is a form of indigenous self-government dating back to colonial times. In 1995, the constitution and electoral code of Oaxaca were amended so as to recognize such system as a legitimate form of municipal government. Since then, less than 2% of all mayors per triennium have been women. By drawing on in-depth interviews with all the 18 women who have become mayors since the CAP system was legalized, this paper describes women's paths to the mayor´s office. The methodological strategy involves a non-predefined typology consisting of four distinctly gendered career tracks. The typology allows to capture the main factors that shape women's access to the mayoralty (marital status, political party affiliation, community leadership and educational level), as well as the combination among them in specific social contexts.