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Education Longitudinal Study (education + longitudinal_study)
Kinds of Education Longitudinal Study Selected AbstractsEXPLAINING THE EDUCATIONAL DEFICITS OF DELINQUENT YOUTHS,CRIMINOLOGY, Issue 3 2008SONJA E. SIENNICK Why do delinquent youths complete less education than do their conventional peers? Theory and research in criminology and in the sociology of education suggest that two aspects of youths' commitment to education, their future goals and their behavioral investments in those goals, may explain the delinquency-education relationship, but only when considered jointly. Using panel data from the National Education Longitudinal Study, we find that educational expectations and school effort together explain delinquents' lower rates of college attendance and graduation, but of these two factors, effort provides the more powerful explanation. We also find that transcript grades explain more of the delinquency-education relationship than do self-reported grades, which indicates that delinquent youths may not know exactly how they are performing in school. Our findings suggest that the aspirational and behavioral components of commitment to education are only loosely coupled, and that delinquent youths may not understand how their behavior can jeopardize their goals. [source] Parental Influences on the Educational Outcomes of Immigrant Youth,INTERNATIONAL MIGRATION REVIEW, Issue 2 2004Grace Kao Recent research suggests that children with immigrant parents tend to outperform their counterparts with native-born parents. This article examines whether the relative advantage of children of immigrants can be traced to differences in the character of parent-child relationships. Using the National Education Longitudinal Study of 1988 (NELS), I examine whether parent-child interaction varies among racial and generational groups. Descriptive tabulations suggest that immigrant parents are less likely to share decisionmaking power and to talk about school in general than are native-born parents. However, immigrant parents are more likely to talk about college, and their children report that they are closer to their parents than youth of native-born parents. While differences in parent-child interaction account for some of the differences in educational achievement between racial and generational groups, significant variation by race and generational status remains. Finally, I found significant variation between parenting behavior and its impact on GPA by race and ethnicity. [source] Stable Postdivorce Family Structures During Late Adolescence and Socioeconomic Consequences in AdulthoodJOURNAL OF MARRIAGE AND FAMILY, Issue 1 2008Yongmin Sun Using four waves of panel data from 6,954 American young adults in the National Education Longitudinal Study, we compare the long-term socioeconomic consequences of growing up in two types of divorced families. Our findings show that the negative socioeconomic consequences of growing up in unstable postdivorce families are at least twice as large as those of staying in a stabilized postdivorce family environment through late adolescence. The study also finds that variations in parental resources during late adolescence partially explain the divorce effects on most attainment indicators. Further, parental divorce appears to affect the socioeconomic attainment of male and female offspring alike. Overall, the study underlines the importance of including postdivorce family dynamics in studying the effect of parental divorce. [source] Racial and Ethnic Differences in Experiencing Parents' Marital Disruption During Late AdolescenceJOURNAL OF MARRIAGE AND FAMILY, Issue 3 2007Yongmin Sun Using panel data from 9,252 adolescents in the National Education Longitudinal Study, this study finds that among children who experience parents' marital disruption during late adolescence, European, Asian, and African American adolescents exhibit wider and greater maladjustment both before and after the disruption than their Hispanic American counterparts. This finding lends general support to the hypothesis of prevalence of disadvantages, although it is less consistent with the hypothesis of prevalence of divorce. Moreover, whereas Asian American adolescents in predisrupted families are more vulnerable to a shortage of family social resources, their African American peers are affected more by a shortage of financial/human resources. Finally, postdisruption effects on non-Hispanic American adolescents are either completely or partially attributable to predisruption factors. [source] Making the Best of a Bad Situation: Material Resources and Teenage ParenthoodJOURNAL OF MARRIAGE AND FAMILY, Issue 1 2007Stefanie Mollborn Past research has largely ignored the influence of material resources on teenage parents' life outcomes. A lack of resources such as housing, child care, and financial support is hypothesized to explain the negative effect of teenage parenthood on educational attainment. Regression analyses use nationally representative data from the 1988 , 2000 National Education Longitudinal Study (N = 8,432, n = 356 teenage parents). Results support the hypothesis completely for the teenage fathers in the sample and partially for mothers: Resources substantially diminish the educational penalty teenage parents paid by age 26. Gender influences which types of resources are protective, providing policy implications. Help with child care is critical for teenage mothers, whereas housing and financial resources may be important for men. [source] | ||||||||||