Ethnic identity (EI) can facilitate racially and ethnically marginalized youths' academic achievement but the mediating process by which it exerts its influence is unclear. This study examines how EI is associated with academic achievement through academic beliefs in a sample of Caribbean first and second generation immigrant adolescents whose…

This study investigated the influence of psychocultural variables (e.g., acculturation, enculturation, ethnic identity) and personality characteristics in relation to educational expectations among 345 Latino middle school students in the U.S. Results from a path model indicate that 24.4% of the variance of educational expectations was accounted…

In this international, longitudinal study, we explored gender differences in, and gendered relationships among, math-related motivations emphasized in the Eccles (Parsons) et al. (1983) expectancy-value framework, high school math participation, educational aspirations, and career plans. Participants were from Australia, Canada, and the United…

Using data from the Monitoring the Future study, this article presents historical trends in U.S. high school seniors' work values across 30 years (1976-2005). Adolescents across three decades highly valued most aspects of work examined. Recent cohorts showed declines in the importance of work, values for job security, and various potential…

This article uses data from the National Longitudinal Survey of Youth 1997 (NLSY97) to examine the relationship between disability, parental and youth university expectations in 1997, and youth high school completion and university enrolment by 2003. Results indicate that educational attainment is not equal for young adults with and without…

Findings indicate that young American boys' expectations have little relation to either their social origins or their ability. All of this is consistent with the anticipated realism in England and with the English system's emphasis on ability in the process of sponsored mobility. (Author/AM)

Study explores how patterns of school friends' and parents' influence converge within the school and the role of the school in shaping adolescents' plans. One conclusion is that school program is more influential in the United States. (Author/DB)

Utilizing the National Longitudinal Surveys of 5,159 young women aged fourteen to twenty-four from 1968 to 1973, the study reports on the educational, labor market, and family experiences of young women. The content is in seven chapters. Chapter 1 describes the data base and presents an overview of changes in the women's life patterns over the…