Social Class, Parental Encouragement, and Educational Aspirations
Abstract
In this study of a randomly selected cohort of 10,318 Wisconsin high school seniors, correlational, path, and cross-tabular analyses show that socioeconomic status, intelligence, and parental encouragement all have substantial independent relationships to college plans of males as well as of females and that neither intelligence nor parental encouragement-individually or jointly-can completely account for social class differences in college plans. It substantiates, however, the claim made by other investigators using less rigorous methods and less representative samples that parental encouragement is a powerful intervening variable between socioeconomic class background and intelligence of the child and his educational aspirations. Parental encouragement appears to have its strongest effect on the college plans of males and females who score relatively high on intelligence and come from families occupying relatively high socioeconomic position. Also, ability continues to accentuate the social class differences in aspirations of both males and females regardless of parental encouragement.
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The social psychological model includes occupational attainment, educational attainment, occupational aspiration, educational aspiration, significant others' influence, high school performance, socioeconomic status, and high school cognitive ability as factors.
“Factors included in the social psychological model are occupational attainment, educational attainment, occupational aspiration, educational aspiration (Stage & Hossler, 1989), significant others' influence (Sewell & Shah, 1968), high school performance, socioeconomic status ([SES)], Hearn, 1984;Rumberger, 1983;Sewell & Shah, 1968;Stone & Aliaga, 2005), and high school cognitive ability (Fuller, M”
From The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings (2009) · cites this paper as Sewell & Shah, 1968
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“In doing so, we follow a tradition pioneered by Sewell & Shah (1968) in the sociology literature, examining the role of a number of social-psychological factors in explaining the strong correlation between poverty and educational attainment.”
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- Authors
- Sewell, W. H., & Shah, V. P.
- Affiliations
- University of Wisconsin System (US)
- Venue
- American Journal of Sociology
- Publisher
- University of Chicago Press
- Published
- 1968-03
- Volume
- 73
- Issue
- 5
- Pages
- 559-572
- ISSN
- 0002-9602 (ISSN-L)
- 1537-5390
- OpenAlex
- W2040071940
- Semantic Scholar
- 49e96ad389dfd274460be994cb53e078d1217316
- Cited by
- 457
- References
- 0
- Citations by year
- 2026: 5 · 2025: 5 · 2024: 12 · 2023: 10 · 2022: 11 · 2021: 9 · 2020: 12 · 2019: 9 · 2018: 16 · 2017: 7 · 2016: 13 · 2015: 13 · 2014: 13 · 2013: 11 · 2012: 20
- FWCI
- 62.39
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- American Journal of Sociology (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Sociology and Political Science › Intergenerational and Educational Inequality Studies
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Education › Parental Involvement in Education
- Keywords
- social class, parental encouragement, educational aspirations, higher education aspirations, socioeconomic status, intelligence, high school seniors, gender differences, mediators
- MeSH terms
- Adolescent, Aptitude, Attitude, Educational Status, Female, Humans, Intelligence, Male, Parent-Child Relations, Social Class, Socioeconomic Factors, Universities
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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