ArticleResearch in social stratification and mobility2019
Do Plans Really Matter?: Re-Assessing the Role of Adolescent Expectations in Educational Attainment.
Article in Research in social stratification and mobility, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Volition or coercion?-the role of socio-psychological factors in the stratification pathways of Chinese university students.Frontiers in psychology · 2026Article
- Optimism and Obstacles: Racialized Constraints in College Attitudes and Expectations among Teens of the Prison Boom.Sociology of education · 2023Article
- Parental educational aspirations and children's academic self-concept: Disentangling state and trait components on their dynamic interplay.Child development · 2022Article
- Race, ethnicity and nativity and the prestige of colleges attended.Social science research · 2021Article
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Abstract
Stratification research in the status attainment tradition contends that adolescent educational expectations are a central determinant of educational attainment. Little research, however, has assessed the robustness of the powerful expectations-attainment associations revealed in cross-sectional models. Using data from the National Longitudinal Study of Adolescent to Adult Health to estimate OLS, school fixed effects, and sibling fixed effects models, this study examines the association between adolescent expectations and educational attainment. The analysis reveals that adolescent expectations may play a much smaller role in predicting educational attainment than revealed in cross-sectional models. Point estimates of the association between adolescent expectations and educational attainment from sibling fixed effects models are over 50 percent lower than OLS estimates, suggesting that family-level characteristics confound this relationship. Results from these analyses demonstrate that respondents' educational expectations likely exert less influence on educational attainment than status attainment research would suggest.
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