Conventional wisdom suggests that parents' educational expectations (how far they expect their children to go) and aspirations (how far they want their children to go) positively impact academic outcomes and benefits from attending high-ability schools. However, here we juxtapose the following: largely positive effects of educational expectations…

The present study investigated developmental differences and stability in possible selves within the educational and occupational domain among a diverse sample of urban youth (N = 319). A secondary aim was to test the "aspiration-expectation gap" while exploring the role of subjective social class and gender differences. Results did not…

Research on the socially-situated nature of learning shows how practices and identities are affected by participation in communities, but very little is known about how mature-age students experience the relational dynamics of university. Based on data from a qualitative study of first-year students, we consider written accounts by older learners…

Emerging immigrant communities differ from established communities in terms of needs and available resources. Students in these emerging communities may still be acculturating to new contexts and establishing their ethnic identities, which may impact their ability to engage in planning for the future. The current study examines what impact these…

Reports differences in Asian and American children in grades two through five in achievement behavior in academic and social domains. Focuses on students' self-reported interest in academic subjects and their perceived competence in those subjects. Conducts comparisons by country, gender, and age. (MMU)