| 000 | 01445nab a2200181 4500 | ||
|---|---|---|---|
| 003 | OSt | ||
| 005 | 20230714150314.0 | ||
| 007 | cr aa aaaaa | ||
| 008 | 201210b ||||| |||| 00| 0 eng d | ||
| 100 |
_aTrinidad, Jose Eos _933894 |
||
| 245 | _aCollective Expectations Protecting and Preventing Academic Achievement | ||
| 260 |
_bSage, _c2019. |
||
| 300 | _aVol 51, Issue 9, 2019( 1147–1171 p.) | ||
| 520 | _aHigh academic expectation—how far a student expects to get in school—is usually predictive of positive outcomes for a student. Yet less is known about mechanisms behind collective expectation: the proportion of students in a school who expect to pursue further studies. Using urban schools’ data from the Education Longitudinal Study 2002, this research examines how collective expectations affect short-term and long-term outcomes, and the predictors of these expectations. Through hierarchical linear models, I find that collective expectations are positively associated with academic outcomes, and that individual expectations remain significant even after controlling for socioeconomic status. I argue that the results illustrate how school structural and economic forces interact with collective expectations in protecting or preventing personal academic attainment. | ||
| 773 | 0 |
_010744 _915403 _dSage Publisher, _tEducation and urban society |
|
| 856 | _uhttps://doi.org/10.1177/0013124518785444 | ||
| 942 |
_2ddc _cEJR |
||
| 999 |
_c10941 _d10941 |
||