Gender-Related Trends in Educational Expectations

教育期望中与性别相关的趋势

• 批准号: 0137050
• 负责人: John Reynolds
• 金额: $ 4.73万
• 依托单位: Florida State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2002
• 资助国家: 美国
• 起止时间: 2002-08-01 至 2003-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0137050&HistoricalAwards=false
• 关键词: Gender; Related; Trends; Educational; Expectations

SES-0137050John ReynoldsFlorida State UniversityThe past thirty years have witnessed considerable change in the gender norms surrounding men's and especially women's work and family roles. More women work full-time than ever before, and even in the most traditional families, two biological parents with young children, women are more likely than not to work for pay. On many work-related dimensions women still lag behind men, including lower median earnings, slimmer chances of being promoted, and a higher average share of household duties. In the area of education, however, women have surpassed men at many levels. Girls today are more likely than boys to plan to attend college, to graduate from high school, to attend college, and to complete a college degree. These trends suggest that the basic processes underlying educational attainment have shifted within recent decades. This research examines changes in girls' and boys' college expectations from 1972 to 1997 in an attempt to identify the most important forces behind women's advances in higher education. College expectations are students' subjective assessments of the odds of completing a college degree in the future, and they have been shown to be an important cognitive link between family background, school performance, and eventual educational achievements. In addition, college expectations among high school girls have risen faster than boys since the 1970s, and girls today are significantly more likely to expect to complete a college degree or plan to attend graduate or professional school. The proposed research hypothesizes the faster rise in college expectations among girls is due to changes in, and gender-specific effects of, parents' achievements, family structure, and local job opportunities. The data come from four national longitudinal surveys of pre-college age youth: the 1972 National Longitudinal Survey, the 1980 High School and Beyond Survey, the 1988 National Education Longitudinal Study, and the 1997 National Longitudinal Survey of Youth. Probit models for each survey estimate the effects of parents' achievements, family structure, and local job opportunities on the probability that girls and boys expect to complete a college degree. Characteristics of parents, families, and local job markets may help explain the gender-related trends in college expectations if the factors that have a more positive effect on girls' expectations become more positive over time (e.g., mothers' educational attainments), or if the effects of these characteristics become more positive for girls over time than for boys (e.g., job opportunities). The findings will suggest how changes in gender norms are impacting a major institution in society, higher education, and they will provide a much-needed update to our understanding of gender differences in the process of educational attainment. The study will also contribute to the current debate over whether girls or boys are more likely to underachieve relative to their talents, a debate that has relevance for educational policy at the secondary and post-secondary levels.

SES-013705050John Reynoldsflorida州立大学过去三十年来，在男性，尤其是妇女的工作和家庭角色的性别规范上已经发生了很大的变化。女性比以往任何时候都多，甚至在大多数传统家庭中，两个有孩子的亲生父母，妇女更有可能不付钱。在许多与工作有关的维度上，女性仍然落后于男性，包括中位收入，晋升的机会较小以及较高的家庭职责份额更高。但是，在教育领域，妇女在许多层面上都超越了男性。今天的女孩比男孩计划上大学，高中毕业，上大学并完成大学学位更有可能。这些趋势表明，近几十年来，教育成就的基本过程发生了变化。这项研究研究了1972年至1997年的女孩和男孩大学期望的变化，以确定女性高等教育进步背后的最重要力量。大学期望是学生对未来完成大学学位的几率的主观评估，并且已被证明是家庭背景，学校表现和最终的教育成就之间的重要认知联系。此外，自1970年代以来，高中女生的大学期望比男孩的增长快，今天的女孩更有可能完成大学学位或计划上毕业生或专业学校。拟议的研究假设，由于父母的成就，家庭结构和当地工作机会的变化和性别特定的影响，女生的大学期望更快的增长速度。数据来自大学前青年的四项国家纵向调查：1972年的全国纵向调查，1980年的高中及《超越调查》，1988年的《国家教育纵向研究》以及1997年的《青年纵向调查》。每个调查的概率模型估计父母的成就，家庭结构和当地工作机会对女孩和男孩期望完成大学学位的可能性的影响。 如果对女孩的期望具有更积极影响的因素随着时间的流逝而变得更积极（例如母亲的教育程度），或者如果这些特征对女孩的影响更大，那么对女孩的期望更大，或者对女孩的积极影响（例如男孩（例如，工作机会），那么父母，家庭和当地就业市场的特征可能有助于解释大学期望与性别相关的趋势。这些发现将表明，性别规范的变化如何影响社会上的主要机构，高等教育，它们将为我们对教育成果过程中对性别差异的理解提供急需的更新。这项研究还将有助于当前关于男孩还是男孩是否可能相对于他们的才能不足的辩论，这一辩论与中学和大专院校的教育政策相关。