Washington State University, United States.
Soc Sci Res. 2013 May;42(3):818-35. doi: 10.1016/j.ssresearch.2012.12.003. Epub 2012 Dec 19.
How consequential is family socioeconomic status for maintaining plans to get a bachelor's degree during the transition to adulthood? This article examines persistence and change in educational expectations, focusing on the extent to which family socioeconomic status shapes overtime trajectories of bachelor's degree expectations, how the influence involves the timing of family formation and full-time work vs. college attendance, and how persistence in expectations is consequential for getting a 4-year degree. The findings, based on the high school senior classes of 1987-1990, demonstrate that adolescents from higher socioeconomic status families are much more likely to hold onto their expectations to earn 4-year degrees, both in the early years after high school and, for those who do not earn degrees within that period, on through their 20s. These more persistent expectations in young adulthood, more so than adolescent expectations, help explain the greater success of young people from higher socioeconomic status backgrounds in earning a 4-year degree. Persistence of expectations to earn a bachelor's degree in the years after high school is shaped by stratified pathways of school, work, and family roles in the transition to adulthood.
家庭的社会经济地位对于在成年过渡期维持获得学士学位的计划有多重要？本文考察了教育期望的持续和变化，重点关注家庭社会经济地位在多大程度上塑造了学士学位期望的时间轨迹，这种影响涉及家庭形成和全职工作与上大学的时间安排，以及期望的持续对获得四年制学位的重要性。研究结果基于 1987-1990 年的高中高年级学生群体，表明来自社会经济地位较高家庭的青少年更有可能坚持他们获得四年制学位的期望，无论是在高中毕业后的早期，还是对于那些在该期间内没有获得学位的人，直到他们 20 多岁。这些在年轻成年期更持久的期望，比青少年时期的期望更能解释来自较高社会经济地位背景的年轻人在获得四年制学位方面的更大成功。高中毕业后，获得学士学位的期望的持续，受到成年过渡期学校、工作和家庭角色的分层途径的影响。
