Factors influencing postsecondary education enrollment behaviors of urban agricultural education students
Open accessAbstract
The purpose of this study was to identify the factors that influenced the postsecondary education enrollment behaviors of students who graduated from an urban agricultural education program. Students indicated that parents and/or guardians had the most influence on their decisions to enroll in a postsecondary education program of agriculture. However, they indicated that their mothers or female guardians had slightly more influence than their fathers or male guardians. Students also reported an interest in agriculture, personal factors, and job opportunities as the events and experiences that most influenced their decisions to enroll. Students who did not choose to enroll cited a lack of interest and personal factors as the primary reasons. Discriminant analysis revealed that high school grade point average and mother’s or female guardian’s level of influence were the most important factors for predicting if students would or would not enroll in a postsecondary education program of agriculture.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
None of the respondents had earned a doctoral degree.
“None of the respondents had earned a doctoral degree.”
From The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings (2009) · cites this paper as Esters (2007)
Respondents indicated that their interest in agriculture was the most significant factor in deciding to enroll in postsecondary education.
“respondents indicated that their interest in agriculture was the most significant factor in deciding to enroll in postsecondary education.”
From The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings (2009) · cites this paper as Esters (2007)
Among respondents who had completed a bachelor's degree, eight percent were in agricultural, seven percent were in the liberal arts, and five percent were in education.
“The respondents that had completed a bachelor's degree were as follows: (a) eight percent were in agricultural; (b) seven percent were in the liberal arts; and (c) five percent were in education.”
From The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings (2009) · cites this paper as Esters (2007)
The second highest influence on respondents' decisions to pursue a postsecondary degree came from their fathers (M = 3.64).
“The second highest influence came from their fathers (M = 3.64).”
From The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings (2009) · cites this paper as Esters (2007)
Students' high school grade point average (GPA) and mother's or female guardians' influence only explained eight percent of the variance in their decisions to enroll in postsecondary education.
“Students' high school grade point average (GPA) and mother's or female guardians' influence only explained eight percent of the variance in their decisions' to enroll in postsecondary education.”
From The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings (2009) · cites this paper as Esters (2007)
Respondents reported that their mothers or female guardians had the most impact (M=4.07) on their decisions to pursue a postsecondary degree.
“respondents reported that their mothers or female guardians had the most impact (M=4.07) on their decisions to pursue a postsecondary degree.”
From The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings (2009) · cites this paper as Esters (2007)
Curricula tracking influences postsecondary education enrollment.
“further, curricula tracking (Esters, 2007) has also been shown to influence postsecondary education enrollment.”
From The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings (2009) · cites this paper as Esters, 2007
Cites
Gender Differences in Caregiver Stressors, Social Resources, and Health: An Updated Meta-Analysis
Pinquart, M., & Sorensen, S. (2006) · The Journals of Gerontology Series B: Psychological Sciences and Social Sciences · doi:10.1093/geronb/61.1.p33 · Cited by 1,213 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings
Fletcher ., E. C., & Zirkle, C. (2009) · Career and Technical Education Research · doi:10.5328/cter34.2.81 · Cited by 44 · see citing works
- Authors
- Esters, L. T.
- Corresponding author
- Esters, Levon T.
- ORCID
- Esters, Levon T.
- Venue
- Career and Technical Education Research
- Published
- 2007-01-01
- Volume
- 32
- Issue
- 2
- Pages
- 79-98
- ISSN
- 1554-754X (ISSN-L)
- 1554-7558
- OpenAlex
- W1969050796
- Cited by
- 33
- References
- 1
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 1 · 2023: 2 · 2021: 2 · 2020: 1 · 2019: 1 · 2016: 1 · 2015: 3 · 2014: 5 · 2013: 2 · 2012: 4
- FWCI
- 4.49
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- cc-by-nc-nd
- Locations
- Career and Technical Education Research (publishedVersion, cc-by-nc-nd)
- Topics
- Life Sciences › Agricultural and Biological Sciences › General Agricultural and Biological Sciences › Diverse Educational Innovations Studies
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Education › Education Systems and Policy
- Keywords
- agricultural education students, parental influence, grade point average, career choice, employment opportunities
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 ›
Are you an author, or do you see a problem with this page? Request a review
