Lower Educational Aspirations Research Articles

A cross-cultural examination of adverse childhood experiences in low-and middle-income countries and their relation with adolescent educational aspirations

BackgroundAdverse Childhood Experiences (ACEs) are potentially traumatic events that occur before the age of 18. Researchers have examined the negative associations between adversity and adolescent and adult outcomes, such as education and physical health. However, research on ACEs, and their association with other outcomes in non-western contexts is sparse. ObjectiveThe present study aims to increase our understanding of the prevalence of ACEs – and their association with educational aspirations – in low- and middle-income country contexts. Participants and settingWe utilize data from the Family Migration and Early Life Outcomes (FAMELO) project, a multi-site survey project that collected data from families in historically high-migration contexts. ACEs and educational aspirations were measured in children aged 11 to17 years in Mexico (n = 853), Mozambique (n = 651), and Nepal (n = 1180). MethodsWe use Poisson regressions to examine the prevalence of ACEs in multiple cultures, and then use multinomial logistic regressions to examine whether ACEs are associated with educational aspirations, as a practical application of the utility of the ACEs framework in cross-cultural contexts. ResultsOur results suggest that adolescents in Mozambique have a higher average number of ACEs (2.7) than adolescents in Mexico (1.4) and Nepal (1.3). Female adolescents reported fewer ACEs, while socioeconomic vulnerabilities (low-income and low parental education) were associated with higher exposure to ACEs, with differences by country. Lastly, ACEs were associated with lower educational aspirations in Mexico and Nepal. ConclusionsOur study attempted to heed the call of many scholars who have pushed for an expansion of research on ACEs in non-western, low- and middle-income country contexts.

The relationship between overweight and education revisited: a test of the selection hypothesis based on adolescents’ educational aspirations

ObjectivesThis paper examines the selection mechanism underlying the association between overweight/obesity and educational aspirations of adolescents. Study designThis is a cross-sectional study based on a survey conducted in secondary schools in Spain in 2016. MethodsWe estimate linear probability models to determine the association between adolescents’ body mass index (BMI) and their expectations to obtain a university degree, as well as their school choices representing the most usual path towards higher studies. To address the potential endogeneity of BMI, we use the instrumental variables (IV) method. Additionally, we account for potential unobserved heterogeneity by including school fixed-effects and a wide set of individual and family characteristics in our analysis. ResultsOur results indicate that adolescents with a higher BMI have lower expectations to obtain a university degree and are less likely to enrol in high school with the intention to pursue higher education in the future. The estimated effect is quite sizable and statistically significant only for girls. We estimate that a five-unit increase in BMI (e.g., the change between healthy weight and overweight) reduces girls’ expectations to complete higher education by 19 percentage points and odds of enrolling in high school (vs. vocational training) by 21 percentage points. ConclusionsWe provide empirical evidence supporting the selection hypothesis behind the relationship between BMI and adolescents’ educational aspirations. That is, unhealthy weight in adolescence is associated with poorer aspirations for further education. Lower educational aspirations during adolescence can lead to lower academic achievement, which in turn, may result in poorer health, labour market outcomes, and well-being during adulthood.

Conformity or contrast? Simultaneous effect of grademates and classmates on students’ educational aspirations

This study examines the relationship between peers' cognitive abilities and students' educational aspirations. The big-fish-little-pond effect (BFLPE) predicts that compared with equally able counterparts, students tend to have higher educational aspirations when the average ability of their surrounding peers is relatively low. Meanwhile, the local dominance effect claims that the association changes between educational aspirations and peers' ability from relatively local to relatively distant peers; closer distance leads to stronger associations. In addition, some empirical findings contradict the notion that students' aspirations are positively associated with their high-achieving classmates. This study combines the BFLPE and local dominance effect into one theoretical framework and explores whether the “higher aspiration-inferior peers” hypothesis stands at the class and grade levels. Using data from the 2014–2015 China Education Panel Survey and employing multilevel regression modeling, this study finds opposite associations in class and grade. The findings indicate that when classmates' cognitive ability is controlled, students feel negative pressure from their grademates. Better performance exhibited by their grademates results in their relatively low educational aspirations. However, at the class level, the negative correlation by peer comparison with excellent classmates is offset by positive associations brought about by these peers. The findings of this study support the hypotheses that students' educational aspirations are positively correlated with their peers’ cognitive abilities as long as their local peers are relatively high achievers, and their distant peers are relatively low achievers.

Gender-Based Problems in Rural Communities: A Case Study

This paper aims to discuss gender issues that still often occur in rural communities in particular, namely the habit of marrying young children by their parents. This habit often contains elements of coercion, child powerlessness, “sexual violence”, and deprives children of their freedom to receive education, channel their aspirations for life, and so on. This paper is the result of research in a number of villages in two provinces in Indonesia, namely: West Java and Banten. The reason for choosing the location is because in this area there are still frequent marriages at a young age, and even tend to be maintained. Data was collected by distributing questionnaires to parents who had married children aged 12 -17 years, supported by field observations, and interviews with parents. local formal and informal community leaders. The results of the study found that early marriage was influenced by various aspects, namely: poor family socio-economic background, low family educational aspirations, pressure from the social environment, and low role of local government. From each of these factors, indicators that provide the strongest contribution are identified, namely: indicators of low income levels, and lack of production capital on socio-economic background factors; indicators of low educational aspirations and the location of school buildings far from their places of residence; indicators of maintaining tradition and religion are not prohibited in terms of the social environment; and consistent indicators of the implementation of compulsory education programs and socialization of maternal-child health incentives. These indicators need to be considered in an effort to overcome the problem of young marriage, find out the causes, and convince the negative impact of young marriage.
 
 Received: 22 October 2022 / Accepted: 30 December 2022 / Published: 5 January 2023

Educational aspiration of high school children from single parent families

The recent increase in single parent families affecting the educational aspiration among children. The present paper examines the educational aspiration of high school children from single parent families of Dharwad taluk which was conducted during 2019-2020. A total of 240 children were selected from urban (n=120) and rural (n=120) areas of Dharwad taluk through purposive sampling technique. A self structured questionnaire was used to collect the demographic characteristics of children. Mazumdar Educational Aspiration Inventory (2004) was used to assess the educational aspiration among children. Socio-economic status scale by Aggarwal et al. (2005) was used to measure the socioeconomic status of children. The study outcomes highlighted that, educational aspiration was significantly associated with locality of children. Urban children had high educational ambitions than rural children. Gender was associated significantly with educational ambitions in both areas. Age was not associated significantly with children in both the areas. Girls had high aspirations than boys in both urban and rural areas. Ordinal position was not associated significantly with educational aspiration of children in both areas. Study further showed that children residing status was associated significantly with educational ambitions of children in both regions indicating that children residing with their mothers had high educational aspirations than their counterparts. Socio-economic status showed significant difference with educational ambitions of children in both the regions which points out that children with poor socio-economic status had low educational aspiration than children with upper socio-economic status. The study showed that nearly 24 percent of children need intervention programme to improve their educational attainment and ambitions.

Relationship between mental health academic achievement and educational aspiration of high school children from single parent families

Family structure has a greater influence on children psychological as well as academic success and aspiration. Children from single parent families face many problems pertaining to mental health, academic success and educational aspiration. This study examines the relationship between mental health, academic achievement and educational aspiration of high school children from single parent families which was conducted during 2019-2020. A total of 240 children (120 from urban area and 120 from rural area) of 13-16yrs were selected from Dharwad taluk. Strengths and Difficulties Questionnaire scale was used to assess the level of mental health of children. Children previous year annual examination grades were recorded to know the academic achievement of children. Mazumdar Eucational Aspiration Inventory scale was used to know the level of educational aspiration of children. The outcomes of the study highlighted that, mental health was significantly associated with locality of children where, urban children have more mental health problems as compared to their counterparts in rural area. Academic achievement and educational aspirations were significantly associated with locality of children. Children from rural area had poor academic achievement and low educational aspiration than urban children. It was interesting to note that mental health was not correlated significantly with academic achievement of children in both the regions. However, mental health was negatively and significantly correlated with academic achievement of children in rural area. Which indicates that as mental health problems increases educational aspiration among children decreases. Further the study indicated that academic achievement was not significantly correlated with educational aspiration of children in urban and rural areas. It was noted that there is a need for intervention programmes to improve the mental health, academic success and educational aspiration among children from single parent families.

The Relationship between Socioeconomic Classes and Higher Education Entry in UK

There is distinct discrimination in higher education entry for pupils from different socioeconomic classes. This study focuses on the relationship between higher education participation and students’ socioeconomic statuses in UK. It aims to investigate reasons why students from underprivileged family backgrounds have less opportunities for university entry compared with young people from better-off families. This study also aims to explore solutions to mitigate this problem, as well as evaluating the effectiveness of these mentioned solutions. Worse academic performances and low educational aspirations may explain that disadvantaged students have less opportunity to continue their university study. Using contextualized admission practices and organizing aspirations-raising activities for students from poor family backgrounds seem to narrow the entry gap. However, it is still a long way to solve this problem and different parts, including the government, universities, other educational organizations and even parents, need to work together to mitigate this university entry gap.

\u2018I Wish Someone Would Ask Me Questions\u2019: The Unheard Voices of Adolescents with Disabilities in Jordan

The Sustainable Development Goals and the Leave No One Behind agenda involve a commitment to ensure the participation of persons with disabilities in all aspects of family and community life. This article explores the experiences of Palestinian and Syrian refugee adolescents with disabilities in Jordan in two domains of life: access to education, and their capacity to exercise voice and agency. The findings show that disability intersects with citizenship status and place of residence (camp vs village or city alongside the host community) to reinforce marginality for certain groups of adolescents with disabilities. Across the board, we find low educational aspirations and learning outcomes among adolescents with disabilities, and markedly lower social connectivity—but greater risk of violence by peers. To address these unequal outcomes, we reflect on the importance of developing more inclusive formal and non-formal education services to promote the participation of adolescents with disabilities, and investments in better training and awareness raising for parents, teachers and peers alike.

Factors associated with employment intentions of agriculture school students in South Korea

ABSTRACT Purpose: This study aims to explore the employment intentions of agriculture high school students in South Korea and to examine the factors associated with their employment intentions. Methodology: A survey was carried out among 1,750 students from six agriculture high schools. Data were analyzed using frequency analysis and binary logistic regression analysis. Results: This study reveals that students are more likely to have employment intentions if (1) they perceive their employability positively, (2) they have lower educational aspirations, (3) their parents are unemployed, and (4) they positively perceive career education in schools. Practical Implications: This study highlights the importance of career education in strengthening students’ skills and employability. It also provides insights into the support students receive from schools to enhance their future employment prospects. Theoretical Implications: This study has implications pertaining to the necessity of a modified version of the social cognitive career theory (SCCT) model, which incorporates additional factors that reflect the social contexts of Korea or other countries. Originality: This study is one of the few studies examining factors associated with the employment intentions of agriculture high school students. Its findings could be a helpful resource to promote the employment of students and to address workforce challenges the agricultural industry faces.

The relationship of interactive technology use for entertainment and school performance and engagement: Evidence from a longitudinal study in a nationally representative sample of middle school students in China

Interactive technology use (e.g., Internet and video games) can promote children's educational access and achievement. However, excessive technology use, particularly for entertainment, may adversely affect children's educational development. This study examined the relationship of the amount of entertainment-related interactive technology use and school engagement and performance using two-wave survey data collected from a nationally-representative sample of middle school students in China (N = 9,949, 48% girls, Mean age = 13.5 years). Results showed that nearly 40% of children used interactive technology for entertainment/non-schoolwork-related activities on school days, and, 62%, for entertainment/non-schoolwork-related activities on weekends. Multilevel mixed models revealed that excessive use of technology for entertainment/non-schoolwork-related activities (i.e., 1+ hours on a school day and 4+ hours daily on weekends) was significantly, adversely associated with all outcomes one year later, including lower test scores on Chinese, Math, English, and cognitive competencies, lower educational aspirations, and higher likelihoods of truancy, lacking concentration in class, and boredom at school. Potential reasons for the findings as well as their implications for research and intervention are discussed. Findings will inform the development of feasible and effective guidelines to help parents, teachers, and schools regulate interactive technology use among school-aged children.

CHALLENGES OF DIFFERENTIATED AND INDIVIDUALIZED TEACHING IN VOCATIONAL EDUCATION: THE CASE OF SLOVENIA

One of the main factors contributing to students’ optimal development in school settings is the implementation of appropriate differentiating and individualizing measures. While this topic is well researched and addressed in the context of primary and lower secondary education, the theoretical and empirical research on differentiated and individualized teaching in vocational education and training (VET) programs is relatively scarce. However, well-applied individualization measures seem equally important in the context of VET programs, as they are frequently attended by students with lower educational aspirations, diverse socio-cultural backgrounds, and complex educational and personal needs. Our research explores what kind of individualization practices exist in Slovenian VET programs and what roles teachers and school management play in implementing individualized teaching. A single case study with one class of 16-year-old students (N = 22) attending the confectioner VET program was conducted. The data were collected by means of interviews, observations, and questionnaires, and were analyzed and interpreted by combining qualitative and quantitative methodological approaches. The results indicate that the school strove to address the diversity of the student population and used a number of different activities at institutional (school) as well as individual (teacher) levels. However, the potential of a more individualized approach seems to be largely unexploited. It is necessary to understand individualization as a principle implemented at the level of direct teaching and at the school level. Students should receive guidance that adapts the education process to their individual characteristics and aspirations as much as possible. Keywords: differentiated teaching, individualized teaching, school management, Slovenia, vocational education

Biased Aspirations and Social Inequality at School: Evidence from French Teenagers

Abstract Socially disadvantaged students are less likely to aspire to the top educational pathways than their advantaged classmates who have the same test scores. We identify two behavioural biases that explain most of this gap: socially disadvantaged students are less aware of the top educational pathways and underestimate their academic ability relative to their advantaged peers. We also find that lower educational aspirations at a point in time are associated with poorer school outcomes later on, after controlling for many important factors. Debiasing aspirations through information campaigns and self-esteem building programmes could thus help reduce social inequality in educational attainment.

Parental migration and children’s educational aspirations: China and Mexico in a comparative perspective

Previous studies have provided mixed evidence on how parental migration might affect children who remain behind, highlighting the important role of contextual differences. Using newly collected data from the 2017 Survey of Migration and Children in western China and the Mexican Family Life Survey (2009–2012 waves), we compare the effects of different types of parental migration on boys and girls in two settings. The results show that boys with two migrant parents have lower educational aspirations in both settings; the aspirations of Mexican girls are more likely to be negatively influenced by maternal migration while girls in western China benefit from parents’ previous migration experience. We argue that the impacts of parental migration are shaped by economic development, cultural attitudes toward education, and gender relations in broader contexts.

Learners’ educational aspirations in South Africa: The role of the home and the school

An extensive body of research exists on the background characteristics that predict learner achievement. However, in South Africa, little attention has been paid to the level of educational aspirations and the factors that shape the level of aspirations. Using a bio-ecological systems theory of development, we explored the role of gender, socio-economic status (determined by resources at home and school), parental involvement and school climate in determining educational aspirations. Using a nationally representative sample of 11,969 learners (females = 5,248; mean age = 15.7 years) from the Trends in International Mathematics and Science Study (TIMSS) and the statistical analysis technique of structural equation modelling (SEM), we investigated the relationships between parental involvement, school climate and learner educational aspirations. Our study showed that students from low socio-economic status (SES) homes and schools had lower educational aspirations. We also found positive relationships between both positive and negative school climate and learner aspirations. A surprising finding was that parental involvement did not have any influence on shaping learner aspirations. The findings indicate a need to improve educational resources at schools as well as the school climate, as schools matter for learners in low-income countries. Furthermore, it is important to inform learners of the requirements for tertiary education, so that they develop more realistic aspirations. Keywords: home resources; learner educational aspirations; parental involvement; school climate; school socio-economic status

The indifference of distinction. Art schools and the noblesse oblige of privileged students

ABSTRACTA consolidated sociological line of the research allows us to understand the educational advantages of middle-class pupils in terms of the dynamics of reproduction [Bourdieu, P., and J. C. Passeron. 1970. The Inheritors: French Students and Their Relations to Culture, translated and edited by Richard Nice. Chicago: University of Chicago Press; Power, S., T. Edwards, G. Whitty, and V. Wigfall. 2003. Education and the Middle Class. Buckingham: Open University Press]. However, some scholars have pointed out how this process cannot be taken for granted, highlighting the difficulties experienced by youths in reaching academic success [Reay, D., and H. Lucey. 2002. “Carrying the Beacon of Excellence: Social Class Differentiation and Anxiety at a Time of Transition.” Journal of Education Policy 17 (3): 321–336. Doi:10.1080/02680930210127586]. Based on Bourdieu’s perspective, this article will explore the links between low educational attainment, artistic passion, and high aspirations in privileged students. The research is based on in-depth interviews and focus groups with middle-class pupils in two secondary art schools in Milan. It is argued the artistic disposition acts within dynamics of negotiation among different and contrasting expectations. Creativity emerges as a source to perform gendered privileged learner identities. This study on artistic educational pathways can contribute to understanding the process-making of inequalities in creative fields.

Transition and Participation of Rural Students in Higher Education: Barriers and Opportunities

There is an accumulating body of knowledge that points to the fact that rurality is a crucial demographic to be considered in the identification of students with respect to access to and retention in the higher institutions of learning. Research shows that rural economies, for instance, help shape students’ career aspirations and labour options in these institutions. Among others, some students may find it difficult to make a decision on whether to go back to their hometowns instead of pursuing their dreams elsewhere in the community once they graduate from the higher institutions of learning. Students from rural areas are generally perceived to have low educational aspirations and achievement. Indeed, most of the studies concerning rural students tend to be tilted towards their educational and career choices. Interestingly, despite policy makers across the various sectors of the economy increasingly paying attention to the rural population, little focus has been directed towards transition, experiences and or participation of students from the rural communities in higher education. Against this background, this theoretical paper explores the barriers as well as opportunities regarding transition and participation of rural students, with a view to enhancing provision of meaningful higher education, including realization of the envisaged goals of this cycle of learning.

The Relationship between Educational Aspirations and Kenya Certificate of Secondary Education (KCSE) Performance in Mombasa County, Kenya

The Kenya Certificate of Secondary Education (KCSE) performance plays an important role in determining the educational pathway of students. This examination is done in Kenya at the end of four years of secondary schooling. Those who excel are able to join institutions of higher learning and become valuable human resource who are able to play their rightful role in nation building. The declining level of KCSE performance in Mombasa County is a cause for concern among education stakeholders; the study therefore sought to address this concern by finding out if there is a relationship between educational aspiration and KCSE performance. The study was carried out in Mombasa County. Mombasa County is located in the southeastern part of the coast region of Kenya. It is the economic hub not only of the coastal region but also of the entire nation because it is the gateway to East Africa. Educational aspiration is expressing a desire to achieve in the academic domain. High educational aspiration in this study is when students show a desire to achieve in school academic performance and strive for progression whereas low educational aspiration indicates that a student shows no desire to achieve in school academic performance and progression for higher education. Education Aspiration level was measured by using educational aspiration Likert scale. The study adopted correlation research design and exploratory research design. It was conducted in Mombasa in all the six sub counties namely Mvita, Kisauni, Nyali, Jomvu, Changamwe and Likoni. The target population had 8648 form four students in 126 secondary schools, 126 academic Masters and Mistresses and six sub county Directors of education. Purposive sampling was used to select 864 students 21 academic Masters/Mistresses and six sub county Directors of Education. Stratified and simple random sampling techniques were used to divide the student population to private and public. The two categories were further stratified to sub groups that included; boys' day schools, girls' day schools, boys' boarding schools, girls' boarding schools, mixed day schools and mixed boarding schools. Data was analyzed using both descriptive and inferential statistics. Quantitative data was analyzed with aid of Statistical Package for Social Sciences Version 20 and qualitative data applied thematic analysis Results from correlation analysis on the relationship between educational aspiration and KCSE performance (r=0.404, N=864. p<0.001) illustrates a positive and significant relationship between educational aspiration and students KCSE performance

Career Guidance in Career Planning among Secondary School Students

Career choice is one of the key decisions among student's life. Correct decision will give success in their professional life. The study objective is to determine role of career guidance in professional career choice among secondary school students in Karachi, Pakistan. It’s a Cross sectional study and 489 participants were selected through simple random sampling. Structured and Validated questionnaire were used. Chi square test and logistic regression were used to determine the association of career guidance in career planning. Mean age and standard deviation of participants were 17.13 ±1.29. Most of males (46% and 27%) seeking assistant for education related and career counseling respectively and after adjusting covariates revealed that male’s gender, students scored high grades and high education level of parents were more likely OR 2.33 OR 2.05 and OR 1.99 respectively) to seeking assistance from counselors in career guidance, while students with lower educational aspirations were least likely (OR 0.78) to seek counselors for career planning. Study found that male students and parent’s education level were important role in career guidance seeking. There is need for awareness of career guidance through workshops, seminars and media for promoting career guidance among students.

Changes in students' psychological well-being during transition from primary school to lower secondary school: A person-centered approach

This person-centered study examined the patterns and the dynamics of pattern change based on 1666 Finnish students' self-reported psychological well-being during the transition from primary school to lower secondary school. Moreover, we examined the stability in the profile memberships and the influence of changes in perceived support from teachers, families, and peers on changes in students' psychological well-being. Six student profiles were identified using the I-states-as-objects-analysis (ISOA) procedure: (a) High well-being profile; (b) Average well-being but low educational aspirations profile; (c) Low well-being profile; (d) Low well-being but high educational aspirations profile; (e) Low well-being but average self-esteem profile; and (f) Average well-being but high educational aspirations profile. Students' psychological profiles changed more often from lower well-being to higher well-being, rather than the other way round, indicating a tendency for improved well-being. Changes in peer support was the most robust variable to explain changes in profile membership.

Externalizing behavior problems and interest in reading as predictors of later reading skills and educational aspirations

This study examined the developments in children’s externalizing problems and interest in reading during their first four years of school (Grades 1–4) and investigated whether this development predicted the children’s Grade 6 reading skills and educational aspirations. Data comprised (1) teachers’ ratings of externalizing problems and children’s (N=642; 43% girls) self-ratings of their interest in reading, collected between Grades 1 and 4, and (2) measures of reading fluency and comprehension, and children’s self-reports of educational aspirations, collected at Grade 6. First, latent growth modeling showed that a higher level of externalizing problems in Grade 1 was associated with a lower concurrent interest in reading. Second, a positive association between the initial level of interest in reading and a linear change in externalizing problems indicated that children with a lower interest in reading in Grade 1 were rated by teachers as exhibiting higher levels of externalizing problems, which nonetheless declined over the course of their first four years of school more than among other children. Third, a higher initial level of externalizing problems with a linear change in these problems across Grades 1–4 was a predictor of lower subsequent educational aspirations and poorer reading comprehension in Grade 6. Analysis of the indirect effects indicated that a higher level of externalizing problems was associated with a lower concurrent interest in reading, which, in turn, was related to poorer future reading fluency and lower educational aspirations. The findings imply that problem behaviors are interlinked with academic skill development and motivation across the first six years of school.