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-0137050约翰·雷诺兹佛罗里达州立大学过去三十年见证了围绕男性（尤其是女性）工作和家庭角色的性别规范发生了巨大变化。全职工作的女性比以往任何时候都多，即使在最传统的家庭（有两个亲生父母和年幼的孩子）中，女性也更有可能为了报酬而工作。在许多与工作相关的方面，女性仍然落后于男性，包括收入中位数较低、晋升的机会较小以及家务劳动的平均份额较高。然而，在教育领域，女性在许多层面上超过了男性。如今，女孩比男孩更有可能计划上大学、高中毕业、上大学并完成大学学位。这些趋势表明，近几十年来，教育程度的基本过程已经发生了变化。本研究调查了 1972 年至 1997 年间女孩和男孩对大学期望的变化，试图找出推动女性在高等教育领域取得进步的最重要力量。大学期望是学生对未来完成大学学位几率的主观评估，已被证明是家庭背景、学校表现和最终教育成就之间的重要认知联系。此外，自 20 世纪 70 年代以来，高中女生的大学期望上升速度快于男生，如今的女生更有可能期望完成大学学位或计划进入研究生或职业学校。拟议的研究假设，女孩对大学期望的更快上升是由于父母成就、家庭结构和当地工作机会的变化以及性别特定的影响。数据来自四项针对大学前年龄青年的全国纵向调查：1972 年全国纵向调查、1980 年高中及以上调查、1988 年全国教育纵向研究和 1997 年全国青年纵向调查。每项调查的概率模型都会评估父母的成就、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概率的影响。 如果对女孩的期望有更积极影响的因素随着时间的推移变得更加积极（例如，母亲的教育程度），或者如果随着时间的推移，这些特征对女孩的影响比对男孩更积极（例如工作机会）。研究结果将表明性别规范的变化如何影响社会的主要机构——高等教育，并且它们将为我们对受教育过程中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女孩或男孩相对于其才能是否更有可能取得成绩不佳的争论，这一争论与中学和中学后教育政策相关。