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data-work_id="12382468" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/12382468/Les_expectatives_de_lalumnat_a_Catalunya_evid%C3%A8ncies_i_propostes_per_a_un_debat">Les expectatives de l'alumnat a Catalunya: evidències i propostes per a un debat</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">L’objectiu d’aquest capítol és elaborar una panoràmica general de les expectatives dels estudiants catalans, amb un especial èmfasi en la seva relació amb les característiques socioeconòmiques de l’alumnat. L’anàlisi de les expectatives... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_12382468" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">L’objectiu d’aquest capítol és elaborar una panoràmica general de les expectatives dels estudiants catalans, amb un especial èmfasi en la seva relació amb les característiques socioeconòmiques de l’alumnat.<br />L’anàlisi de les expectatives educatives a Catalunya s’ha realitzat a partir de les dades recollides a l’avaluació PISA 2003, en l’Educational Career Questionnaire (ECQ). Aquest qüestionari no s’ha administrat al territori català en les edicions posteriors de PISA (2006 i 2009), per la qual cosa les dades utilitzades en aquesta anàlisi són les dades disponibles més recents</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/12382468" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1bb3c854aa5431dcdfe6f8808b6951cc" rel="nofollow" data-download="{"attachment_id":37633952,"asset_id":12382468,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37633952/download_file?st=MTczMzI1OTMzNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="923586" href="https://uab.academia.edu/AlbaCastejon">Alba Castejón</a><script data-card-contents-for-user="923586" type="text/json">{"id":923586,"first_name":"Alba","last_name":"Castejón","domain_name":"uab","page_name":"AlbaCastejon","display_name":"Alba Castejón","profile_url":"https://uab.academia.edu/AlbaCastejon?f_ri=49557","photo":"https://0.academia-photos.com/923586/345392/35275037/s65_alba.castej_n.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-12382468">+1</span><div class="hidden js-additional-users-12382468"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://uab.academia.edu/AdrianZancajo">Adrián Zancajo</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-12382468'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-12382468').html(); 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container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_12382468 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="12382468"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12382468; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=12382468]").text(description); $(".js-view-count-work_12382468").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_12382468").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="12382468"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="49557" href="https://www.academia.edu/Documents/in/Educational_expectations">Educational expectations</a>, <script data-card-contents-for-ri="49557" type="text/json">{"id":49557,"name":"Educational expectations","url":"https://www.academia.edu/Documents/in/Educational_expectations?f_ri=49557","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="196383" href="https://www.academia.edu/Documents/in/Students_Attitudes">Students Attitudes</a><script data-card-contents-for-ri="196383" type="text/json">{"id":196383,"name":"Students Attitudes","url":"https://www.academia.edu/Documents/in/Students_Attitudes?f_ri=49557","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=12382468]'), work: {"id":12382468,"title":"Les expectatives de l'alumnat a Catalunya: evidències i propostes per a un debat","created_at":"2015-05-14T08:12:34.619-07:00","url":"https://www.academia.edu/12382468/Les_expectatives_de_lalumnat_a_Catalunya_evid%C3%A8ncies_i_propostes_per_a_un_debat?f_ri=49557","dom_id":"work_12382468","summary":"L’objectiu d’aquest capítol és elaborar una panoràmica general de les expectatives dels estudiants catalans, amb un especial èmfasi en la seva relació amb les característiques socioeconòmiques de l’alumnat.\nL’anàlisi de les expectatives educatives a Catalunya s’ha realitzat a partir de les dades recollides a l’avaluació PISA 2003, en l’Educational Career Questionnaire (ECQ). Aquest qüestionari no s’ha administrat al territori català en les edicions posteriors de PISA (2006 i 2009), per la qual cosa les dades utilitzades en aquesta anàlisi són les dades disponibles més recents","downloadable_attachments":[{"id":37633952,"asset_id":12382468,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":923586,"first_name":"Alba","last_name":"Castejón","domain_name":"uab","page_name":"AlbaCastejon","display_name":"Alba Castejón","profile_url":"https://uab.academia.edu/AlbaCastejon?f_ri=49557","photo":"https://0.academia-photos.com/923586/345392/35275037/s65_alba.castej_n.jpg"},{"id":36212627,"first_name":"Adrián","last_name":"Zancajo","domain_name":"uab","page_name":"AdrianZancajo","display_name":"Adrián Zancajo","profile_url":"https://uab.academia.edu/AdrianZancajo?f_ri=49557","photo":"https://0.academia-photos.com/36212627/12248951/33004727/s65_adri_n.zancajo.jpg"}],"research_interests":[{"id":49557,"name":"Educational expectations","url":"https://www.academia.edu/Documents/in/Educational_expectations?f_ri=49557","nofollow":false},{"id":196383,"name":"Students Attitudes","url":"https://www.academia.edu/Documents/in/Students_Attitudes?f_ri=49557","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_35708894 coauthored" data-work_id="35708894" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/35708894/El_rol_del_tercer_sector_en_la_inclusi%C3%B3_dels_joves_estudi_de_cas_duna_entitat_socioeducativa_del_barri_del_Raval_Barcelona_">El rol del tercer sector en la inclusió dels joves: estudi de cas d'una entitat socioeducativa del barri del Raval (Barcelona)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">L’exclusió educativa és un fenomen molt present en la majoria de societats actuals. En aquest context, a Barcelona podem trobar innumerables entitats del tercer sector que, en front del buit institucional, treballen de forma constant en... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_35708894" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">L’exclusió educativa és un fenomen molt present en la majoria de societats actuals. En aquest context, a Barcelona podem trobar innumerables entitats del tercer sector que, en front del buit institucional, treballen de forma constant en la lluita per la inclusió i la igualtat d’oportunitats educatives i socials. Xamfrà és una entitat socioeducativa que promou processos d’inclusió fomentant una cultura de pau basada en el respecte a la diversitat i la bona convivència. Des d’aquest punt de vista, conceptes com els d’integració, pertinença, inclusió i reconeixement són cabdals per comprendre la seva forma d’entendre la justícia social.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35708894" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="79ac3081b3cd22c3e90a67c7a8d5a1b2" rel="nofollow" data-download="{"attachment_id":55581288,"asset_id":35708894,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/55581288/download_file?st=MTczMzI1OTMzNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5769746" href="https://barcelona.academia.edu/Llu%C3%ADsParcerisa">Lluís Parcerisa</a><script data-card-contents-for-user="5769746" type="text/json">{"id":5769746,"first_name":"Lluís","last_name":"Parcerisa","domain_name":"barcelona","page_name":"LluísParcerisa","display_name":"Lluís Parcerisa","profile_url":"https://barcelona.academia.edu/Llu%C3%ADsParcerisa?f_ri=49557","photo":"https://0.academia-photos.com/5769746/3254020/19649621/s65_llu_s.parcerisa.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-35708894">+1</span><div class="hidden js-additional-users-35708894"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://ucm.academia.edu/AlejandroMontes">Alejandro Montes</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-35708894'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-35708894').html(); 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container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_35708894 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="35708894"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35708894; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35708894]").text(description); $(".js-view-count-work_35708894").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_35708894").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="35708894"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="49557" href="https://www.academia.edu/Documents/in/Educational_expectations">Educational expectations</a>, <script data-card-contents-for-ri="49557" type="text/json">{"id":49557,"name":"Educational expectations","url":"https://www.academia.edu/Documents/in/Educational_expectations?f_ri=49557","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="72210" href="https://www.academia.edu/Documents/in/Educational_Inclusion">Educational Inclusion</a>, <script data-card-contents-for-ri="72210" type="text/json">{"id":72210,"name":"Educational Inclusion","url":"https://www.academia.edu/Documents/in/Educational_Inclusion?f_ri=49557","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1029034" href="https://www.academia.edu/Documents/in/Third_Sector_Organisations">Third Sector Organisations</a>, <script data-card-contents-for-ri="1029034" type="text/json">{"id":1029034,"name":"Third Sector Organisations","url":"https://www.academia.edu/Documents/in/Third_Sector_Organisations?f_ri=49557","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1458470" href="https://www.academia.edu/Documents/in/Educational_Exclusion">Educational Exclusion</a><script data-card-contents-for-ri="1458470" type="text/json">{"id":1458470,"name":"Educational Exclusion","url":"https://www.academia.edu/Documents/in/Educational_Exclusion?f_ri=49557","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=35708894]'), work: {"id":35708894,"title":"El rol del tercer sector en la inclusió dels joves: estudi de cas d'una entitat socioeducativa del barri del Raval (Barcelona)","created_at":"2018-01-19T03:39:00.743-08:00","url":"https://www.academia.edu/35708894/El_rol_del_tercer_sector_en_la_inclusi%C3%B3_dels_joves_estudi_de_cas_duna_entitat_socioeducativa_del_barri_del_Raval_Barcelona_?f_ri=49557","dom_id":"work_35708894","summary":"L’exclusió educativa és un fenomen molt present en la majoria de societats actuals. En aquest context, a Barcelona podem trobar innumerables entitats del tercer sector que, en front del buit institucional, treballen de forma constant en la lluita per la inclusió i la igualtat d’oportunitats educatives i socials. Xamfrà és una entitat socioeducativa que promou processos d’inclusió fomentant una cultura de pau basada en el respecte a la diversitat i la bona convivència. Des d’aquest punt de vista, conceptes com els d’integració, pertinença, inclusió i reconeixement són cabdals per comprendre la seva forma d’entendre la justícia social.","downloadable_attachments":[{"id":55581288,"asset_id":35708894,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5769746,"first_name":"Lluís","last_name":"Parcerisa","domain_name":"barcelona","page_name":"LluísParcerisa","display_name":"Lluís Parcerisa","profile_url":"https://barcelona.academia.edu/Llu%C3%ADsParcerisa?f_ri=49557","photo":"https://0.academia-photos.com/5769746/3254020/19649621/s65_llu_s.parcerisa.jpg"},{"id":27339816,"first_name":"Alejandro","last_name":"Montes","domain_name":"ucm","page_name":"AlejandroMontes","display_name":"Alejandro Montes","profile_url":"https://ucm.academia.edu/AlejandroMontes?f_ri=49557","photo":"https://0.academia-photos.com/27339816/7771381/14541131/s65_alejandro.montes.jpg"}],"research_interests":[{"id":49557,"name":"Educational expectations","url":"https://www.academia.edu/Documents/in/Educational_expectations?f_ri=49557","nofollow":false},{"id":72210,"name":"Educational Inclusion","url":"https://www.academia.edu/Documents/in/Educational_Inclusion?f_ri=49557","nofollow":false},{"id":1029034,"name":"Third Sector Organisations","url":"https://www.academia.edu/Documents/in/Third_Sector_Organisations?f_ri=49557","nofollow":false},{"id":1458470,"name":"Educational Exclusion","url":"https://www.academia.edu/Documents/in/Educational_Exclusion?f_ri=49557","nofollow":false},{"id":2052147,"name":"Educational Success","url":"https://www.academia.edu/Documents/in/Educational_Success?f_ri=49557"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_31706081" data-work_id="31706081" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/31706081/Educational_attainment_among_Muslims_in_the_UK_gender_differences_and_the_impact_of_expectations">Educational attainment among Muslims in the UK: gender differences and the impact of expectations</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study compares the educational attainment of Muslim and Christian White boys and girls at the following junctions: KS2, KS3, GCSE, getting into universities and achieving a place at a Russell Group university. It utilises the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_31706081" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study compares the educational attainment of Muslim and Christian White boys and girls at the following junctions: KS2, KS3, GCSE, getting into universities and achieving a place at a Russell Group university. It utilises the Longitudinal Study of Young People in England LSYPE waves 1-6 with linked data from the National Pupil Database. The analysis shows that once we take the previous school performance into account, Muslim students seem to be performing as well as the majority group, even in attending Russell group universities. Muslim girls seem to now be outperforming Muslim boys, especially in relation to their school performance. Furthermore, parental expectations and students' own expectations play an important role in determining the attainment of students. The study concludes that the higher achievement of young Muslims may be strongly correlated with their own unusually high expectations of going to university; but a primary source of the latter is likely to be the parents' unusually high expectations, the messages they receive and the discipline in place in relation to school-work at home and their relationship with their parents and their parents' norms.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/31706081" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9767f22d2b5a4951fec4967da2291b45" rel="nofollow" data-download="{"attachment_id":52020484,"asset_id":31706081,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/52020484/download_file?st=MTczMzI1OTMzNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="10429324" href="https://dohainstitute.academia.edu/NabilKhattab">Nabil Khattab</a><script data-card-contents-for-user="10429324" type="text/json">{"id":10429324,"first_name":"Nabil","last_name":"Khattab","domain_name":"dohainstitute","page_name":"NabilKhattab","display_name":"Nabil Khattab","profile_url":"https://dohainstitute.academia.edu/NabilKhattab?f_ri=49557","photo":"https://0.academia-photos.com/10429324/9174974/10231121/s65_nabil.khattab.jpg"}</script></span></span></li><li class="js-paper-rank-work_31706081 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="31706081"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 31706081, container: ".js-paper-rank-work_31706081", }); 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$(".js-view-count[data-work-id=31706081]").text(description); $(".js-view-count-work_31706081").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_31706081").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="31706081"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=49557","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="24748" href="https://www.academia.edu/Documents/in/Ethnicity">Ethnicity</a>, <script data-card-contents-for-ri="24748" type="text/json">{"id":24748,"name":"Ethnicity","url":"https://www.academia.edu/Documents/in/Ethnicity?f_ri=49557","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="49557" href="https://www.academia.edu/Documents/in/Educational_expectations">Educational expectations</a>, <script data-card-contents-for-ri="49557" type="text/json">{"id":49557,"name":"Educational expectations","url":"https://www.academia.edu/Documents/in/Educational_expectations?f_ri=49557","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="122811" href="https://www.academia.edu/Documents/in/Britain">Britain</a><script data-card-contents-for-ri="122811" type="text/json">{"id":122811,"name":"Britain","url":"https://www.academia.edu/Documents/in/Britain?f_ri=49557","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=31706081]'), work: {"id":31706081,"title":"Educational attainment among Muslims in the UK: gender differences and the impact of expectations","created_at":"2017-03-04T01:50:40.140-08:00","url":"https://www.academia.edu/31706081/Educational_attainment_among_Muslims_in_the_UK_gender_differences_and_the_impact_of_expectations?f_ri=49557","dom_id":"work_31706081","summary":"This study compares the educational attainment of Muslim and Christian White boys and girls at the following junctions: KS2, KS3, GCSE, getting into universities and achieving a place at a Russell Group university. It utilises the Longitudinal Study of Young People in England LSYPE waves 1-6 with linked data from the National Pupil Database. The analysis shows that once we take the previous school performance into account, Muslim students seem to be performing as well as the majority group, even in attending Russell group universities. Muslim girls seem to now be outperforming Muslim boys, especially in relation to their school performance. Furthermore, parental expectations and students' own expectations play an important role in determining the attainment of students. The study concludes that the higher achievement of young Muslims may be strongly correlated with their own unusually high expectations of going to university; but a primary source of the latter is likely to be the parents' unusually high expectations, the messages they receive and the discipline in place in relation to school-work at home and their relationship with their parents and their parents' norms.","downloadable_attachments":[{"id":52020484,"asset_id":31706081,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":10429324,"first_name":"Nabil","last_name":"Khattab","domain_name":"dohainstitute","page_name":"NabilKhattab","display_name":"Nabil Khattab","profile_url":"https://dohainstitute.academia.edu/NabilKhattab?f_ri=49557","photo":"https://0.academia-photos.com/10429324/9174974/10231121/s65_nabil.khattab.jpg"}],"research_interests":[{"id":2621,"name":"Higher 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class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/5548899/Gli_studenti_al_primo_posto">Gli studenti al primo posto</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Il saggio illustra i risultati di due estese surveys (studenti di terza media, studenti di quinto superiore) condotte a Roma e finalizzate ad analizzare l'intreccio tra i fattori ascrittivi e di background, gli atteggiamenti verso la... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_5548899" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Il saggio illustra i risultati di due estese surveys (studenti di terza media, studenti di quinto superiore) condotte a Roma e finalizzate ad analizzare l'intreccio tra i fattori ascrittivi e di background, gli atteggiamenti verso la scuola, le performance e le scelte educative.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/5548899" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="eb367aa4b90a292fcae44365ffa1eb85" rel="nofollow" data-download="{"attachment_id":32643747,"asset_id":5548899,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" 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Giancola","profile_url":"https://wwwuniroma1.academia.edu/OrazioGiancola?f_ri=49557","photo":"https://0.academia-photos.com/4867883/2088393/2630964/s65_orazio.giancola.jpg"}</script></span></span></li><li class="js-paper-rank-work_5548899 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="5548899"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 5548899, container: ".js-paper-rank-work_5548899", }); });</script></li><li class="js-percentile-work_5548899 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 5548899; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = 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style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="5548899"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">16</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="974" href="https://www.academia.edu/Documents/in/Sociology_of_Education">Sociology of Education</a>, <script data-card-contents-for-ri="974" type="text/json">{"id":974,"name":"Sociology of Education","url":"https://www.academia.edu/Documents/in/Sociology_of_Education?f_ri=49557","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5069" href="https://www.academia.edu/Documents/in/Principal_Component_Analysis">Principal Component Analysis</a>, <script data-card-contents-for-ri="5069" type="text/json">{"id":5069,"name":"Principal Component Analysis","url":"https://www.academia.edu/Documents/in/Principal_Component_Analysis?f_ri=49557","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="8208" href="https://www.academia.edu/Documents/in/Rational_Choice">Rational Choice</a>, <script data-card-contents-for-ri="8208" type="text/json">{"id":8208,"name":"Rational Choice","url":"https://www.academia.edu/Documents/in/Rational_Choice?f_ri=49557","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="10669" href="https://www.academia.edu/Documents/in/Survey_Methodology">Survey Methodology</a><script data-card-contents-for-ri="10669" type="text/json">{"id":10669,"name":"Survey Methodology","url":"https://www.academia.edu/Documents/in/Survey_Methodology?f_ri=49557","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=5548899]'), work: {"id":5548899,"title":"Gli studenti al primo 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Education","url":"https://www.academia.edu/Documents/in/Sociology_of_Education?f_ri=49557","nofollow":false},{"id":5069,"name":"Principal Component Analysis","url":"https://www.academia.edu/Documents/in/Principal_Component_Analysis?f_ri=49557","nofollow":false},{"id":8208,"name":"Rational Choice","url":"https://www.academia.edu/Documents/in/Rational_Choice?f_ri=49557","nofollow":false},{"id":10669,"name":"Survey Methodology","url":"https://www.academia.edu/Documents/in/Survey_Methodology?f_ri=49557","nofollow":false},{"id":13339,"name":"Cultural Capital","url":"https://www.academia.edu/Documents/in/Cultural_Capital?f_ri=49557"},{"id":19120,"name":"Regression Models","url":"https://www.academia.edu/Documents/in/Regression_Models?f_ri=49557"},{"id":28151,"name":"Rational Choice Theory","url":"https://www.academia.edu/Documents/in/Rational_Choice_Theory?f_ri=49557"},{"id":32433,"name":"Logistic Regression","url":"https://www.academia.edu/Documents/in/Logistic_Regression?f_ri=49557"},{"id":33879,"name":"Social and Cultural Capital","url":"https://www.academia.edu/Documents/in/Social_and_Cultural_Capital?f_ri=49557"},{"id":46644,"name":"Social Inequality","url":"https://www.academia.edu/Documents/in/Social_Inequality?f_ri=49557"},{"id":49557,"name":"Educational expectations","url":"https://www.academia.edu/Documents/in/Educational_expectations?f_ri=49557"},{"id":57929,"name":"Sociology of Education, Social Stratification and Inequality","url":"https://www.academia.edu/Documents/in/Sociology_of_Education_Social_Stratification_and_Inequality?f_ri=49557"},{"id":69180,"name":"Social reproduction","url":"https://www.academia.edu/Documents/in/Social_reproduction?f_ri=49557"},{"id":79374,"name":"School Choice","url":"https://www.academia.edu/Documents/in/School_Choice?f_ri=49557"},{"id":112113,"name":"Pierre Bourdieu; Forms of capital and theory of social mobility","url":"https://www.academia.edu/Documents/in/Pierre_Bourdieu_Forms_of_capital_and_theory_of_social_mobility?f_ri=49557"},{"id":218881,"name":"Likert Scales","url":"https://www.academia.edu/Documents/in/Likert_Scales?f_ri=49557"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_39729475 coauthored" data-work_id="39729475" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/39729475/Academic_socialization_parental_educational_expectations_and_academic_self_efficacy_among_Latino_adolescents">Academic socialization, parental educational expectations, and academic self-efficacy among Latino adolescents</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study examined the direct association between parental educational expectations and adolescents' academic self-efficacy, as well as the moderating influence of parental academic socialization messages. Participants were 148 Latino... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_39729475" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study examined the direct association between parental educational expectations and adolescents' academic self-efficacy, as well as the moderating influence of parental academic socialization messages. Participants were 148 Latino parent-adolescent dyads with the majority of Mexican origin (80.4%). Most of the parent participants were mothers (85.8%). Adolescents were 13 (46%) or 14 (54%) years of age, and 53% identified as female. Adolescents reported their academic self-efficacy and perceptions of their parents' educational expectations ; parents reported on their academic socialization messages of shame/pressure and effort regarding academics. The results suggest that, after accounting for parents' level of education and immigrant status, parental educational expectations were positively associated with adolescent academic self-efficacy. This association was stronger among adolescents whose parents reported transmitting fewer messages of shame/pressure and academic effort. These results point to the importance of nuances in the content and type of academic socialization messages within Latino families. K E Y W O R D S academic self-efficacy, academic socialization, educational expectations, Latino adolescents, parent-school involvement Psychol Schs. 2019;56:483-496. wileyonlinelibrary.com/journal/pits</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/39729475" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b76fa12652cb9b4e4e8f75393cb4254d" rel="nofollow" data-download="{"attachment_id":59907007,"asset_id":39729475,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/59907007/download_file?st=MTczMzI1OTMzNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="70457592" href="https://bu.academia.edu/MichaelMedina">Michael A Medina</a><script data-card-contents-for-user="70457592" type="text/json">{"id":70457592,"first_name":"Michael","last_name":"Medina","domain_name":"bu","page_name":"MichaelMedina","display_name":"Michael A Medina","profile_url":"https://bu.academia.edu/MichaelMedina?f_ri=49557","photo":"https://0.academia-photos.com/70457592/18118815/161012180/s65_michael.medina.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-39729475">+2</span><div class="hidden js-additional-users-39729475"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/FernandaCross">Fernanda Cross</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://umich.academia.edu/AMarchand">Aixa Marchand</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-39729475'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-39729475').html(); 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container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_39729475 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="39729475"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39729475; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39729475]").text(description); $(".js-view-count-work_39729475").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_39729475").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="39729475"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="16710" href="https://www.academia.edu/Documents/in/Parent_Involvement">Parent Involvement</a>, <script data-card-contents-for-ri="16710" type="text/json">{"id":16710,"name":"Parent Involvement","url":"https://www.academia.edu/Documents/in/Parent_Involvement?f_ri=49557","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="49557" href="https://www.academia.edu/Documents/in/Educational_expectations">Educational expectations</a>, <script data-card-contents-for-ri="49557" type="text/json">{"id":49557,"name":"Educational expectations","url":"https://www.academia.edu/Documents/in/Educational_expectations?f_ri=49557","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="177417" href="https://www.academia.edu/Documents/in/Latino_adolescents">Latino adolescents</a>, <script data-card-contents-for-ri="177417" type="text/json">{"id":177417,"name":"Latino adolescents","url":"https://www.academia.edu/Documents/in/Latino_adolescents?f_ri=49557","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="493396" href="https://www.academia.edu/Documents/in/Academic_Self_Efficacy">Academic Self Efficacy</a><script data-card-contents-for-ri="493396" type="text/json">{"id":493396,"name":"Academic Self Efficacy","url":"https://www.academia.edu/Documents/in/Academic_Self_Efficacy?f_ri=49557","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=39729475]'), work: {"id":39729475,"title":"Academic socialization, parental educational expectations, and academic self-efficacy among Latino adolescents","created_at":"2019-07-01T08:51:12.018-07:00","url":"https://www.academia.edu/39729475/Academic_socialization_parental_educational_expectations_and_academic_self_efficacy_among_Latino_adolescents?f_ri=49557","dom_id":"work_39729475","summary":"This study examined the direct association between parental educational expectations and adolescents' academic self-efficacy, as well as the moderating influence of parental academic socialization messages. Participants were 148 Latino parent-adolescent dyads with the majority of Mexican origin (80.4%). Most of the parent participants were mothers (85.8%). Adolescents were 13 (46%) or 14 (54%) years of age, and 53% identified as female. Adolescents reported their academic self-efficacy and perceptions of their parents' educational expectations ; parents reported on their academic socialization messages of shame/pressure and effort regarding academics. The results suggest that, after accounting for parents' level of education and immigrant status, parental educational expectations were positively associated with adolescent academic self-efficacy. This association was stronger among adolescents whose parents reported transmitting fewer messages of shame/pressure and academic effort. These results point to the importance of nuances in the content and type of academic socialization messages within Latino families. K E Y W O R D S academic self-efficacy, academic socialization, educational expectations, Latino adolescents, parent-school involvement Psychol Schs. 2019;56:483-496. wileyonlinelibrary.com/journal/pits","downloadable_attachments":[{"id":59907007,"asset_id":39729475,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":70457592,"first_name":"Michael","last_name":"Medina","domain_name":"bu","page_name":"MichaelMedina","display_name":"Michael A Medina","profile_url":"https://bu.academia.edu/MichaelMedina?f_ri=49557","photo":"https://0.academia-photos.com/70457592/18118815/161012180/s65_michael.medina.jpg"},{"id":119054132,"first_name":"Fernanda","last_name":"Cross","domain_name":"independent","page_name":"FernandaCross","display_name":"Fernanda Cross","profile_url":"https://independent.academia.edu/FernandaCross?f_ri=49557","photo":"/images/s65_no_pic.png"},{"id":49537459,"first_name":"Aixa","last_name":"Marchand","domain_name":"umich","page_name":"AMarchand","display_name":"Aixa Marchand","profile_url":"https://umich.academia.edu/AMarchand?f_ri=49557","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":16710,"name":"Parent Involvement","url":"https://www.academia.edu/Documents/in/Parent_Involvement?f_ri=49557","nofollow":false},{"id":49557,"name":"Educational expectations","url":"https://www.academia.edu/Documents/in/Educational_expectations?f_ri=49557","nofollow":false},{"id":177417,"name":"Latino adolescents","url":"https://www.academia.edu/Documents/in/Latino_adolescents?f_ri=49557","nofollow":false},{"id":493396,"name":"Academic Self Efficacy","url":"https://www.academia.edu/Documents/in/Academic_Self_Efficacy?f_ri=49557","nofollow":false},{"id":610878,"name":"Academic socialization","url":"https://www.academia.edu/Documents/in/Academic_socialization?f_ri=49557"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_51220259" data-work_id="51220259" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/51220259/CONTEMPORARY_EDUCATIONAL_EXPECTATIONS_TO_ADDRESS_LEARNING_CONTINUITY_IN_ARALING_PANLIPUNAN">CONTEMPORARY EDUCATIONAL EXPECTATIONS TO ADDRESS LEARNING CONTINUITY IN ARALING PANLIPUNAN</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The world was hit by a pandemic causing closure of schools. For learning to continue, there is a shift from face-to-face to distance learning. In this matter, there is a need to explore on the variables that addresses learning continuity... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_51220259" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The world was hit by a pandemic causing closure of schools. For learning to continue, there is a shift from face-to-face to distance learning. In this matter, there is a need to explore on the variables that addresses learning continuity in this contemporary times. This study aimed to determine the relationship between educational expectations, learning delivery modality and addressing learning continuity. It also sought to answer which variables of educational expectations and learning delivery modality significantly addressed the learning continuity variables. The data collected from the respondents were analysed using mean, standard deviation, Pearson r, and stepwise multiple linear regression. The results shows that the respondents agree and expected that the educational expectation variables and learning delivery modality significantly addressed the learning continuity variables. A significant positive correlation between educational expectations and addressing learning continuity is established. Learning delivery modality variables has a significant relationship in addressing learning continuity. Furthermore, teachers' instructional practices and expectations in education and online learning significantly addressed the communications and assessment of learning continuity. In addition, learning materials of learning continuity is significantly addressed by online learning, students' academic self-concept and teachers' instructional practices and expectations in education. This study concluded that educational expectations and learning delivery modality addresses learning continuity in the new normal.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/51220259" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f00c914e436f95ae8001f10441c6bd22" rel="nofollow" data-download="{"attachment_id":69034034,"asset_id":51220259,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/69034034/download_file?st=MTczMzI1OTMzNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="99563606" href="https://independent.academia.edu/INTERNATIONALORGANIZATIONOFEDUCATORSRESEARCHERSINC">IOER International Multidisciplinary Research Journal ( IIMRJ)</a><script data-card-contents-for-user="99563606" type="text/json">{"id":99563606,"first_name":"IOER International Multidisciplinary Research Journal","last_name":"( IIMRJ)","domain_name":"independent","page_name":"INTERNATIONALORGANIZATIONOFEDUCATORSRESEARCHERSINC","display_name":"IOER International Multidisciplinary Research Journal ( IIMRJ)","profile_url":"https://independent.academia.edu/INTERNATIONALORGANIZATIONOFEDUCATORSRESEARCHERSINC?f_ri=49557","photo":"https://0.academia-photos.com/99563606/21706027/21026675/s65_international_organization_of_educators.researchers_inc..png"}</script></span></span></li><li class="js-paper-rank-work_51220259 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="51220259"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 51220259, container: ".js-paper-rank-work_51220259", }); });</script></li><li class="js-percentile-work_51220259 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 51220259; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_51220259"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_51220259 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="51220259"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 51220259; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=51220259]").text(description); $(".js-view-count-work_51220259").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_51220259").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="51220259"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=49557","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="9213" href="https://www.academia.edu/Documents/in/Modality">Modality</a>, <script data-card-contents-for-ri="9213" type="text/json">{"id":9213,"name":"Modality","url":"https://www.academia.edu/Documents/in/Modality?f_ri=49557","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="49557" href="https://www.academia.edu/Documents/in/Educational_expectations">Educational expectations</a>, <script data-card-contents-for-ri="49557" type="text/json">{"id":49557,"name":"Educational expectations","url":"https://www.academia.edu/Documents/in/Educational_expectations?f_ri=49557","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="128673" href="https://www.academia.edu/Documents/in/Descriptive_Research">Descriptive Research</a><script data-card-contents-for-ri="128673" type="text/json">{"id":128673,"name":"Descriptive Research","url":"https://www.academia.edu/Documents/in/Descriptive_Research?f_ri=49557","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=51220259]'), work: {"id":51220259,"title":"CONTEMPORARY EDUCATIONAL EXPECTATIONS TO ADDRESS LEARNING CONTINUITY IN ARALING PANLIPUNAN","created_at":"2021-09-03T20:13:54.808-07:00","url":"https://www.academia.edu/51220259/CONTEMPORARY_EDUCATIONAL_EXPECTATIONS_TO_ADDRESS_LEARNING_CONTINUITY_IN_ARALING_PANLIPUNAN?f_ri=49557","dom_id":"work_51220259","summary":"The world was hit by a pandemic causing closure of schools. For learning to continue, there is a shift from face-to-face to distance learning. In this matter, there is a need to explore on the variables that addresses learning continuity in this contemporary times. This study aimed to determine the relationship between educational expectations, learning delivery modality and addressing learning continuity. It also sought to answer which variables of educational expectations and learning delivery modality significantly addressed the learning continuity variables. The data collected from the respondents were analysed using mean, standard deviation, Pearson r, and stepwise multiple linear regression. The results shows that the respondents agree and expected that the educational expectation variables and learning delivery modality significantly addressed the learning continuity variables. A significant positive correlation between educational expectations and addressing learning continuity is established. Learning delivery modality variables has a significant relationship in addressing learning continuity. Furthermore, teachers' instructional practices and expectations in education and online learning significantly addressed the communications and assessment of learning continuity. In addition, learning materials of learning continuity is significantly addressed by online learning, students' academic self-concept and teachers' instructional practices and expectations in education. This study concluded that educational expectations and learning delivery modality addresses learning continuity in the new normal.","downloadable_attachments":[{"id":69034034,"asset_id":51220259,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":99563606,"first_name":"IOER International Multidisciplinary Research Journal","last_name":"( IIMRJ)","domain_name":"independent","page_name":"INTERNATIONALORGANIZATIONOFEDUCATORSRESEARCHERSINC","display_name":"IOER International Multidisciplinary Research Journal ( IIMRJ)","profile_url":"https://independent.academia.edu/INTERNATIONALORGANIZATIONOFEDUCATORSRESEARCHERSINC?f_ri=49557","photo":"https://0.academia-photos.com/99563606/21706027/21026675/s65_international_organization_of_educators.researchers_inc..png"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=49557","nofollow":false},{"id":9213,"name":"Modality","url":"https://www.academia.edu/Documents/in/Modality?f_ri=49557","nofollow":false},{"id":49557,"name":"Educational expectations","url":"https://www.academia.edu/Documents/in/Educational_expectations?f_ri=49557","nofollow":false},{"id":128673,"name":"Descriptive Research","url":"https://www.academia.edu/Documents/in/Descriptive_Research?f_ri=49557","nofollow":false},{"id":332460,"name":"Continual Learning","url":"https://www.academia.edu/Documents/in/Continual_Learning?f_ri=49557"},{"id":372550,"name":"Survey Questionnaires","url":"https://www.academia.edu/Documents/in/Survey_Questionnaires?f_ri=49557"},{"id":805279,"name":"New Normal","url":"https://www.academia.edu/Documents/in/New_Normal?f_ri=49557"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_42539382 coauthored" data-work_id="42539382" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/42539382/Imaginando_futuros_distintos_Los_efectos_de_la_desigualdad_sobre_las_transiciones_hacia_la_educaci%C3%B3n_secundaria_postobligatoria_en_la_ciudad_de_Barcelona">Imaginando futuros distintos. Los efectos de la desigualdad sobre las transiciones hacia la educación secundaria postobligatoria en la ciudad de Barcelona</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Las transiciones a la educación secundaria posobligatoria son un momento clave en la tra-yectoria educativa de los jóvenes. Las decisiones que los llevan a seguir unos u otros estudios son producto de una agencia delimitada por... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_42539382" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Las transiciones a la educación secundaria posobligatoria son un momento clave en la tra-yectoria educativa de los jóvenes. Las decisiones que los llevan a seguir unos u otros estudios son producto de una agencia delimitada por condicionantes estructurales (Furlong, 2009). Así, las desiguales posiciones sociales son fundamentales para explicar diferencias en su experiencia escolar, sus horizontes de futuro, sus expectativas y sus aspiraciones (Gillborn et al., 2012). Partiendo de este marco, este artículo analiza el impacto de variables de la estructura social y del sistema educativo en la configuración de las expectativas y aspiraciones edu-cativas de jóvenes que acaban de transitar hacia la educación secundaria posobligatoria en la ciudad de Barcelona. El análisis explota las respuestas de un cuestionario distribuido durante el curso 2018-19 a una muestra de alumnado (N = 1.318) del primer curso de Bachillerato y de Ciclos Formativos de Grado Medio en ocho institutos de la ciudad de Barcelona. Los principales resultados constatan la desigualdad en los perfiles del alumnado que accede a una u otra modalidad de estudios secundarios posobligatorios. Además, profun-dizan en la comprensión de la interacción y del impacto de elementos estructurales y del sistema educativo sobre la definición de escenarios de futuro desiguales entre el alumnado que sigue la vía académica o la vía profesional, y entre el alumnado de distinto perfil social.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/42539382" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7dbea4840366724d5b4937976dbfacc3" rel="nofollow" data-download="{"attachment_id":62727518,"asset_id":42539382,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/62727518/download_file?st=MTczMzI1OTMzNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="48325337" href="https://ub.academia.edu/JudithJacovkis">Judith Jacovkis</a><script data-card-contents-for-user="48325337" type="text/json">{"id":48325337,"first_name":"Judith","last_name":"Jacovkis","domain_name":"ub","page_name":"JudithJacovkis","display_name":"Judith Jacovkis","profile_url":"https://ub.academia.edu/JudithJacovkis?f_ri=49557","photo":"https://0.academia-photos.com/48325337/42317878/33996317/s65_judith.jacovkis.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-42539382">+1</span><div class="hidden js-additional-users-42539382"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://ucm.academia.edu/AlejandroMontes">Alejandro Montes</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-42539382'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-42539382').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_42539382 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="42539382"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 42539382, container: ".js-paper-rank-work_42539382", }); });</script></li><li class="js-percentile-work_42539382 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 42539382; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_42539382"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_42539382 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="42539382"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 42539382; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=42539382]").text(description); $(".js-view-count-work_42539382").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_42539382").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="42539382"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="15492" href="https://www.academia.edu/Documents/in/Educational_Transitions">Educational Transitions</a>, <script data-card-contents-for-ri="15492" type="text/json">{"id":15492,"name":"Educational Transitions","url":"https://www.academia.edu/Documents/in/Educational_Transitions?f_ri=49557","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="49557" href="https://www.academia.edu/Documents/in/Educational_expectations">Educational expectations</a>, <script data-card-contents-for-ri="49557" type="text/json">{"id":49557,"name":"Educational expectations","url":"https://www.academia.edu/Documents/in/Educational_expectations?f_ri=49557","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="671730" href="https://www.academia.edu/Documents/in/Educational_Aspirations_and_Expectations">Educational Aspirations and Expectations</a><script data-card-contents-for-ri="671730" type="text/json">{"id":671730,"name":"Educational Aspirations and Expectations","url":"https://www.academia.edu/Documents/in/Educational_Aspirations_and_Expectations?f_ri=49557","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=42539382]'), work: {"id":42539382,"title":"Imaginando futuros distintos. Los efectos de la desigualdad sobre las transiciones hacia la educación secundaria postobligatoria en la ciudad de Barcelona","created_at":"2020-04-02T04:11:27.265-07:00","url":"https://www.academia.edu/42539382/Imaginando_futuros_distintos_Los_efectos_de_la_desigualdad_sobre_las_transiciones_hacia_la_educaci%C3%B3n_secundaria_postobligatoria_en_la_ciudad_de_Barcelona?f_ri=49557","dom_id":"work_42539382","summary":"Las transiciones a la educación secundaria posobligatoria son un momento clave en la tra-yectoria educativa de los jóvenes. Las decisiones que los llevan a seguir unos u otros estudios son producto de una agencia delimitada por condicionantes estructurales (Furlong, 2009). Así, las desiguales posiciones sociales son fundamentales para explicar diferencias en su experiencia escolar, sus horizontes de futuro, sus expectativas y sus aspiraciones (Gillborn et al., 2012). Partiendo de este marco, este artículo analiza el impacto de variables de la estructura social y del sistema educativo en la configuración de las expectativas y aspiraciones edu-cativas de jóvenes que acaban de transitar hacia la educación secundaria posobligatoria en la ciudad de Barcelona. El análisis explota las respuestas de un cuestionario distribuido durante el curso 2018-19 a una muestra de alumnado (N = 1.318) del primer curso de Bachillerato y de Ciclos Formativos de Grado Medio en ocho institutos de la ciudad de Barcelona. Los principales resultados constatan la desigualdad en los perfiles del alumnado que accede a una u otra modalidad de estudios secundarios posobligatorios. Además, profun-dizan en la comprensión de la interacción y del impacto de elementos estructurales y del sistema educativo sobre la definición de escenarios de futuro desiguales entre el alumnado que sigue la vía académica o la vía profesional, y entre el alumnado de distinto perfil social.","downloadable_attachments":[{"id":62727518,"asset_id":42539382,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":48325337,"first_name":"Judith","last_name":"Jacovkis","domain_name":"ub","page_name":"JudithJacovkis","display_name":"Judith Jacovkis","profile_url":"https://ub.academia.edu/JudithJacovkis?f_ri=49557","photo":"https://0.academia-photos.com/48325337/42317878/33996317/s65_judith.jacovkis.jpg"},{"id":27339816,"first_name":"Alejandro","last_name":"Montes","domain_name":"ucm","page_name":"AlejandroMontes","display_name":"Alejandro Montes","profile_url":"https://ucm.academia.edu/AlejandroMontes?f_ri=49557","photo":"https://0.academia-photos.com/27339816/7771381/14541131/s65_alejandro.montes.jpg"}],"research_interests":[{"id":15492,"name":"Educational Transitions","url":"https://www.academia.edu/Documents/in/Educational_Transitions?f_ri=49557","nofollow":false},{"id":49557,"name":"Educational expectations","url":"https://www.academia.edu/Documents/in/Educational_expectations?f_ri=49557","nofollow":false},{"id":671730,"name":"Educational Aspirations and Expectations","url":"https://www.academia.edu/Documents/in/Educational_Aspirations_and_Expectations?f_ri=49557","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1804242" data-work_id="1804242" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1804242/CHANGES_IN_THE_EDUCATIONAL_SYSTEM_IN_STRUCTURAL_CRISIS_EDUCATIONAL_TRAJECTORIES_OF_TAJIK_CHILDREN">CHANGES IN THE EDUCATIONAL SYSTEM IN STRUCTURAL CRISIS: EDUCATIONAL TRAJECTORIES OF TAJIK CHILDREN</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Key words: educational expectations, educational inequality, gender, horizons for action, labour migration, rural-urban differences, social transformations, Tajikistan</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1804242" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="30478432969349ca48457cacbf223167" rel="nofollow" data-download="{"attachment_id":24856888,"asset_id":1804242,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/24856888/download_file?st=MTczMzI1OTMzNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="165582" href="https://named.academia.edu/EvgenyKochkin">Evgeny Kochkin</a><script data-card-contents-for-user="165582" type="text/json">{"id":165582,"first_name":"Evgeny","last_name":"Kochkin","domain_name":"named","page_name":"EvgenyKochkin","display_name":"Evgeny Kochkin","profile_url":"https://named.academia.edu/EvgenyKochkin?f_ri=49557","photo":"https://0.academia-photos.com/165582/41988/47619028/s65_evgeny.kochkin.jpg"}</script></span></span></li><li class="js-paper-rank-work_1804242 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1804242"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1804242, container: ".js-paper-rank-work_1804242", }); });</script></li><li class="js-percentile-work_1804242 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1804242; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_1804242"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_1804242 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="1804242"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1804242; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1804242]").text(description); $(".js-view-count-work_1804242").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1804242").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="1804242"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="27195" href="https://www.academia.edu/Documents/in/Tajikistan">Tajikistan</a>, <script data-card-contents-for-ri="27195" type="text/json">{"id":27195,"name":"Tajikistan","url":"https://www.academia.edu/Documents/in/Tajikistan?f_ri=49557","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="49557" href="https://www.academia.edu/Documents/in/Educational_expectations">Educational expectations</a>, <script data-card-contents-for-ri="49557" type="text/json">{"id":49557,"name":"Educational expectations","url":"https://www.academia.edu/Documents/in/Educational_expectations?f_ri=49557","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="54487" href="https://www.academia.edu/Documents/in/Educational_Inequality">Educational Inequality</a>, <script data-card-contents-for-ri="54487" type="text/json">{"id":54487,"name":"Educational Inequality","url":"https://www.academia.edu/Documents/in/Educational_Inequality?f_ri=49557","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="133229" href="https://www.academia.edu/Documents/in/Labour_migration">Labour migration</a><script data-card-contents-for-ri="133229" type="text/json">{"id":133229,"name":"Labour migration","url":"https://www.academia.edu/Documents/in/Labour_migration?f_ri=49557","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1804242]'), work: {"id":1804242,"title":"CHANGES IN THE EDUCATIONAL SYSTEM IN STRUCTURAL CRISIS: EDUCATIONAL TRAJECTORIES OF TAJIK CHILDREN","created_at":"2012-07-22T21:10:28.913-07:00","url":"https://www.academia.edu/1804242/CHANGES_IN_THE_EDUCATIONAL_SYSTEM_IN_STRUCTURAL_CRISIS_EDUCATIONAL_TRAJECTORIES_OF_TAJIK_CHILDREN?f_ri=49557","dom_id":"work_1804242","summary":"Key words: educational expectations, educational inequality, gender, horizons for action, labour migration, rural-urban differences, social transformations, Tajikistan","downloadable_attachments":[{"id":24856888,"asset_id":1804242,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":165582,"first_name":"Evgeny","last_name":"Kochkin","domain_name":"named","page_name":"EvgenyKochkin","display_name":"Evgeny Kochkin","profile_url":"https://named.academia.edu/EvgenyKochkin?f_ri=49557","photo":"https://0.academia-photos.com/165582/41988/47619028/s65_evgeny.kochkin.jpg"}],"research_interests":[{"id":27195,"name":"Tajikistan","url":"https://www.academia.edu/Documents/in/Tajikistan?f_ri=49557","nofollow":false},{"id":49557,"name":"Educational expectations","url":"https://www.academia.edu/Documents/in/Educational_expectations?f_ri=49557","nofollow":false},{"id":54487,"name":"Educational Inequality","url":"https://www.academia.edu/Documents/in/Educational_Inequality?f_ri=49557","nofollow":false},{"id":133229,"name":"Labour migration","url":"https://www.academia.edu/Documents/in/Labour_migration?f_ri=49557","nofollow":false},{"id":278739,"name":"Social Transformations","url":"https://www.academia.edu/Documents/in/Social_Transformations?f_ri=49557"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_80061281" data-work_id="80061281" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/80061281/Parental_Involvement_and_Academic_Performance_in_Ghana">Parental Involvement and Academic Performance in Ghana</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Introduction If provided an opportunity to save via formal financial services, will youth participate? This is one of the fundamental questions being asked by YouthSave, a four-country study targeted for young people ages 12 to 18 living... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_80061281" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Introduction If provided an opportunity to save via formal financial services, will youth participate? This is one of the fundamental questions being asked by YouthSave, a four-country study targeted for young people ages 12 to 18 living predominantly in low-income households. Youth do save informally and—if given an opportunity—also may participate in formal banking services (Save the Children Federation, Inc., 2012; UNCDF, 2011), but such opportunities are few. The limited research available suggests that financial inclusion has important youth development effects and deserves greater study (Chowa & Ansong, 2010; Deshpande & Zimmerman, 2010; Elliott, 2012; Scanlon & Adams, 2009; Ssewamala & Ismayilova, 2009).</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/80061281" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1e27e425a85618c7213610df97953285" rel="nofollow" data-download="{"attachment_id":86568198,"asset_id":80061281,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/86568198/download_file?st=MTczMzI1OTMzNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="42181204" href="https://independent.academia.edu/IsaacOseiakoto">Isaac Osei-akoto</a><script data-card-contents-for-user="42181204" type="text/json">{"id":42181204,"first_name":"Isaac","last_name":"Osei-akoto","domain_name":"independent","page_name":"IsaacOseiakoto","display_name":"Isaac Osei-akoto","profile_url":"https://independent.academia.edu/IsaacOseiakoto?f_ri=49557","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_80061281 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="80061281"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 80061281, container: ".js-paper-rank-work_80061281", }); });</script></li><li class="js-percentile-work_80061281 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 80061281; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_80061281"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_80061281 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="80061281"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80061281; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=80061281]").text(description); $(".js-view-count-work_80061281").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_80061281").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="80061281"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">18</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="184" href="https://www.academia.edu/Documents/in/Sociology">Sociology</a>, <script data-card-contents-for-ri="184" type="text/json">{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=49557","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="221" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=49557","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=49557","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="940" href="https://www.academia.edu/Documents/in/Social_Work">Social Work</a><script data-card-contents-for-ri="940" type="text/json">{"id":940,"name":"Social Work","url":"https://www.academia.edu/Documents/in/Social_Work?f_ri=49557","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=80061281]'), work: {"id":80061281,"title":"Parental Involvement and Academic Performance in Ghana","created_at":"2022-05-27T10:27:00.564-07:00","url":"https://www.academia.edu/80061281/Parental_Involvement_and_Academic_Performance_in_Ghana?f_ri=49557","dom_id":"work_80061281","summary":"Introduction If provided an opportunity to save via formal financial services, will youth participate? This is one of the fundamental questions being asked by YouthSave, a four-country study targeted for young people ages 12 to 18 living predominantly in low-income households. Youth do save informally and—if given an opportunity—also may participate in formal banking services (Save the Children Federation, Inc., 2012; UNCDF, 2011), but such opportunities are few. The limited research available suggests that financial inclusion has important youth development effects and deserves greater study (Chowa \u0026 Ansong, 2010; Deshpande \u0026 Zimmerman, 2010; Elliott, 2012; Scanlon \u0026 Adams, 2009; Ssewamala \u0026 Ismayilova, 2009).","downloadable_attachments":[{"id":86568198,"asset_id":80061281,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":42181204,"first_name":"Isaac","last_name":"Osei-akoto","domain_name":"independent","page_name":"IsaacOseiakoto","display_name":"Isaac Osei-akoto","profile_url":"https://independent.academia.edu/IsaacOseiakoto?f_ri=49557","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=49557","nofollow":false},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=49557","nofollow":false},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=49557","nofollow":false},{"id":940,"name":"Social Work","url":"https://www.academia.edu/Documents/in/Social_Work?f_ri=49557","nofollow":false},{"id":4527,"name":"Africa","url":"https://www.academia.edu/Documents/in/Africa?f_ri=49557"},{"id":4583,"name":"Child Development","url":"https://www.academia.edu/Documents/in/Child_Development?f_ri=49557"},{"id":9620,"name":"Ghana","url":"https://www.academia.edu/Documents/in/Ghana?f_ri=49557"},{"id":46039,"name":"Youth","url":"https://www.academia.edu/Documents/in/Youth?f_ri=49557"},{"id":49557,"name":"Educational expectations","url":"https://www.academia.edu/Documents/in/Educational_expectations?f_ri=49557"},{"id":62613,"name":"Asset Accumulation","url":"https://www.academia.edu/Documents/in/Asset_Accumulation?f_ri=49557"},{"id":75266,"name":"Parental Involvement in Education","url":"https://www.academia.edu/Documents/in/Parental_Involvement_in_Education?f_ri=49557"},{"id":76424,"name":"Academic Performance","url":"https://www.academia.edu/Documents/in/Academic_Performance?f_ri=49557"},{"id":104446,"name":"Academic achievement","url":"https://www.academia.edu/Documents/in/Academic_achievement?f_ri=49557"},{"id":154804,"name":"Bank Accounts","url":"https://www.academia.edu/Documents/in/Bank_Accounts?f_ri=49557"},{"id":393975,"name":"Child Outcomes","url":"https://www.academia.edu/Documents/in/Child_Outcomes?f_ri=49557"},{"id":393977,"name":"Educational Outcomes","url":"https://www.academia.edu/Documents/in/Educational_Outcomes?f_ri=49557"},{"id":1004368,"name":"Assets","url":"https://www.academia.edu/Documents/in/Assets?f_ri=49557"},{"id":3120322,"name":"Asset Ownership","url":"https://www.academia.edu/Documents/in/Asset_Ownership?f_ri=49557"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_66665241" data-work_id="66665241" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/66665241/El_efecto_de_la_clase_social_en_las_decisiones_educativas_un_an%C3%A1lisis_de_las_oportunidades_creencias_y_deseos_educativos_de_los_j%C3%B3venes">El efecto de la clase social en las decisiones educativas: un análisis de las oportunidades, creencias y deseos educativos de los jóvenes</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">El abandono escolar prematuro es uno de los principales retos contemporaneos con que se enfrentan los paises europeos en general y Espana en particular. El objetivo del articulo es adentrarse en la comprension de este fenomeno a partir de... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_66665241" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">El abandono escolar prematuro es uno de los principales retos contemporaneos con que se enfrentan los paises europeos en general y Espana en particular. El objetivo del articulo es adentrarse en la comprension de este fenomeno a partir de un analisis cualitativo de las decisiones, practicas y estrategias educativas de jovenes que han abandonado los estudios recientemente. En particular, analizamos el efecto de la clase social sobre las oportunidades, creencias y deseos educativos de los jovenes y la influencia de estas variables para abandonar los estudios. Primeramente se presenta una revision del debate entre las teorias de la reproduccion y de la eleccion racional y explicitando la posicion de las autoras en el mismo. El resultado global del analisis, pone de manifiesto que las decisiones educativas de los jovenes van mas alla de los calculos racionales y que es fundamental atender a los aspectos no intencionales ni instrumentales que se esconden bajo las mismas.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/66665241" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="810484" href="https://ucm.academia.edu/MartaCurran">Marta Curran</a><script data-card-contents-for-user="810484" type="text/json">{"id":810484,"first_name":"Marta","last_name":"Curran","domain_name":"ucm","page_name":"MartaCurran","display_name":"Marta Curran","profile_url":"https://ucm.academia.edu/MartaCurran?f_ri=49557","photo":"https://0.academia-photos.com/810484/362494/71286040/s65_marta.curran.jpeg"}</script></span></span></li><li class="js-paper-rank-work_66665241 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="66665241"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 66665241, container: ".js-paper-rank-work_66665241", }); });</script></li><li class="js-percentile-work_66665241 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 66665241; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_66665241"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_66665241 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="66665241"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 66665241; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=66665241]").text(description); $(".js-view-count-work_66665241").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_66665241").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="66665241"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="13025" href="https://www.academia.edu/Documents/in/Habitus">Habitus</a>, <script data-card-contents-for-ri="13025" type="text/json">{"id":13025,"name":"Habitus","url":"https://www.academia.edu/Documents/in/Habitus?f_ri=49557","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="26879" href="https://www.academia.edu/Documents/in/Social_Class">Social Class</a>, <script data-card-contents-for-ri="26879" type="text/json">{"id":26879,"name":"Social Class","url":"https://www.academia.edu/Documents/in/Social_Class?f_ri=49557","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="49557" href="https://www.academia.edu/Documents/in/Educational_expectations">Educational expectations</a>, <script data-card-contents-for-ri="49557" type="text/json">{"id":49557,"name":"Educational expectations","url":"https://www.academia.edu/Documents/in/Educational_expectations?f_ri=49557","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="989607" href="https://www.academia.edu/Documents/in/Abandono_Escolar_Prematuro">Abandono Escolar Prematuro</a><script data-card-contents-for-ri="989607" type="text/json">{"id":989607,"name":"Abandono Escolar Prematuro","url":"https://www.academia.edu/Documents/in/Abandono_Escolar_Prematuro?f_ri=49557","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=66665241]'), work: {"id":66665241,"title":"El efecto de la clase social en las decisiones educativas: un análisis de las oportunidades, creencias y deseos educativos de los jóvenes","created_at":"2021-12-30T21:46:07.084-08:00","url":"https://www.academia.edu/66665241/El_efecto_de_la_clase_social_en_las_decisiones_educativas_un_an%C3%A1lisis_de_las_oportunidades_creencias_y_deseos_educativos_de_los_j%C3%B3venes?f_ri=49557","dom_id":"work_66665241","summary":"El abandono escolar prematuro es uno de los principales retos contemporaneos con que se enfrentan los paises europeos en general y Espana en particular. El objetivo del articulo es adentrarse en la comprension de este fenomeno a partir de un analisis cualitativo de las decisiones, practicas y estrategias educativas de jovenes que han abandonado los estudios recientemente. En particular, analizamos el efecto de la clase social sobre las oportunidades, creencias y deseos educativos de los jovenes y la influencia de estas variables para abandonar los estudios. Primeramente se presenta una revision del debate entre las teorias de la reproduccion y de la eleccion racional y explicitando la posicion de las autoras en el mismo. El resultado global del analisis, pone de manifiesto que las decisiones educativas de los jovenes van mas alla de los calculos racionales y que es fundamental atender a los aspectos no intencionales ni instrumentales que se esconden bajo las mismas.","downloadable_attachments":[],"ordered_authors":[{"id":810484,"first_name":"Marta","last_name":"Curran","domain_name":"ucm","page_name":"MartaCurran","display_name":"Marta Curran","profile_url":"https://ucm.academia.edu/MartaCurran?f_ri=49557","photo":"https://0.academia-photos.com/810484/362494/71286040/s65_marta.curran.jpeg"}],"research_interests":[{"id":13025,"name":"Habitus","url":"https://www.academia.edu/Documents/in/Habitus?f_ri=49557","nofollow":false},{"id":26879,"name":"Social Class","url":"https://www.academia.edu/Documents/in/Social_Class?f_ri=49557","nofollow":false},{"id":49557,"name":"Educational expectations","url":"https://www.academia.edu/Documents/in/Educational_expectations?f_ri=49557","nofollow":false},{"id":989607,"name":"Abandono Escolar Prematuro","url":"https://www.academia.edu/Documents/in/Abandono_Escolar_Prematuro?f_ri=49557","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43881985" data-work_id="43881985" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43881985/Parents_Educational_Expectations_for_Their_Young_Children_Ses_Race_Ethnicity_and_School_Feedback">Parents' Educational Expectations for Their Young Children: Ses, Race/Ethnicity and School Feedback.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">After over forty years of study, sociologists continue to debate the educational system's role in reducing or reproducing intergenerational patterns of inequality. Theoretical perspectives frame schools as both equalizers that reduce... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43881985" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">After over forty years of study, sociologists continue to debate the educational system's role in reducing or reproducing intergenerational patterns of inequality. Theoretical perspectives frame schools as both equalizers that reduce inequality across generations and as agents of social reproduction, recreating and legitimizing inequality. This study focuses on an understudied aspect of these intergenerational processes: parents' early educational expectations for their children. Multilevel models applied to the Early Childhood Longitudinal Study â Kindergarten Cohort (ECLS-K) test the degree to which parents' educational expectations for their young children reflect class privilege, race/ethnic-specific orientations to schooling, or broader trends of "college for all." I also examine how aligned parental expectations are in relation to institutional feedback, and whether such congruence varies across class and race/ethnic groups in ways that the social reproduction perspective predicts. I find that parents' expectations for their children are positively associated with SES. While the lowest SES families were more likely to report the lowest expectations, many others reported great optimism expecting their children to receive the highest level of educational attainment. In fact, a larger percentage of lower SES parents held the highest level of graduate school expectations than the highest SES group, indicating a "reach for the stars" approach to thinking about their children's educational achievements. The parents of minority students held higher expectations than the parents of white students. This was especially evident when examining parents' expectations for advanced degrees. Parents of minority students also reported more polarized expectations, expressing both the highest and humblest hopes for their kindergarteners. With regard to congruence between parents' expectations and school feedback, I found that the highest SES parents' expectations most "mirrored" the various institutional assessments in the ECLS-K. Outside of the highest SES families, teacher-based assessments were generally not associated with parents' expectations. In addition, parents of white students reported expectations that were more closely aligned with school feedback than did the parents of racial and ethnic minorities. Between the time their children began kindergarten and were in fifth grade, parents who reported the bachelor's degree category were more likely to maintain their initial expectations than parents with either lower or higher expectations. Many of the parents who did not initially report a bachelor's-degree-level expectation moved in that direction, reflecting a "college for all" tendency in which a bachelor's degree is the default educational plan. Upper-SES parents reported the most stable expectations over time and parents of white students were most likely to stick with their kindergarten expectations. The parents of Hispanic and black students were least likely to maintain their initial expectations over their children's elementary school careers. The results provide nationally representative evidence that SES and race/ethnicity shape how parents relate to school feedback and view their children's educational potential.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43881985" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2d442dd7764ebfe33797e27bce7a2791" rel="nofollow" data-download="{"attachment_id":64204967,"asset_id":43881985,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64204967/download_file?st=MTczMzI1OTMzNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="73688246" href="https://fsu.academia.edu/LisaMunson">Lisa Munson</a><script data-card-contents-for-user="73688246" type="text/json">{"id":73688246,"first_name":"Lisa","last_name":"Munson","domain_name":"fsu","page_name":"LisaMunson","display_name":"Lisa Munson","profile_url":"https://fsu.academia.edu/LisaMunson?f_ri=49557","photo":"https://0.academia-photos.com/73688246/18744590/18705801/s65_lisa.munson.jpg"}</script></span></span></li><li class="js-paper-rank-work_43881985 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43881985"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43881985, container: ".js-paper-rank-work_43881985", }); });</script></li><li class="js-percentile-work_43881985 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43881985; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_43881985"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_43881985 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="43881985"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43881985; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43881985]").text(description); $(".js-view-count-work_43881985").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_43881985").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="43881985"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3753" href="https://www.academia.edu/Documents/in/Early_Childhood_Education">Early Childhood Education</a>, <script data-card-contents-for-ri="3753" type="text/json">{"id":3753,"name":"Early Childhood Education","url":"https://www.academia.edu/Documents/in/Early_Childhood_Education?f_ri=49557","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5453" href="https://www.academia.edu/Documents/in/Race_and_Ethnicity">Race and Ethnicity</a>, <script data-card-contents-for-ri="5453" type="text/json">{"id":5453,"name":"Race and Ethnicity","url":"https://www.academia.edu/Documents/in/Race_and_Ethnicity?f_ri=49557","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="46325" href="https://www.academia.edu/Documents/in/Student_Aspirations">Student Aspirations</a>, <script data-card-contents-for-ri="46325" type="text/json">{"id":46325,"name":"Student Aspirations","url":"https://www.academia.edu/Documents/in/Student_Aspirations?f_ri=49557","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="49557" href="https://www.academia.edu/Documents/in/Educational_expectations">Educational expectations</a><script data-card-contents-for-ri="49557" type="text/json">{"id":49557,"name":"Educational expectations","url":"https://www.academia.edu/Documents/in/Educational_expectations?f_ri=49557","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=43881985]'), work: {"id":43881985,"title":"Parents' Educational Expectations for Their Young Children: Ses, Race/Ethnicity and School Feedback.","created_at":"2020-08-17T13:24:11.166-07:00","url":"https://www.academia.edu/43881985/Parents_Educational_Expectations_for_Their_Young_Children_Ses_Race_Ethnicity_and_School_Feedback?f_ri=49557","dom_id":"work_43881985","summary":"After over forty years of study, sociologists continue to debate the educational system's role in reducing or reproducing intergenerational patterns of inequality. Theoretical perspectives frame schools as both equalizers that reduce inequality across generations and as agents of social reproduction, recreating and legitimizing inequality. This study focuses on an understudied aspect of these intergenerational processes: parents' early educational expectations for their children. Multilevel models applied to the Early Childhood Longitudinal Study â Kindergarten Cohort (ECLS-K) test the degree to which parents' educational expectations for their young children reflect class privilege, race/ethnic-specific orientations to schooling, or broader trends of \"college for all.\" I also examine how aligned parental expectations are in relation to institutional feedback, and whether such congruence varies across class and race/ethnic groups in ways that the social reproduction perspective predicts. I find that parents' expectations for their children are positively associated with SES. While the lowest SES families were more likely to report the lowest expectations, many others reported great optimism expecting their children to receive the highest level of educational attainment. In fact, a larger percentage of lower SES parents held the highest level of graduate school expectations than the highest SES group, indicating a \"reach for the stars\" approach to thinking about their children's educational achievements. The parents of minority students held higher expectations than the parents of white students. This was especially evident when examining parents' expectations for advanced degrees. Parents of minority students also reported more polarized expectations, expressing both the highest and humblest hopes for their kindergarteners. With regard to congruence between parents' expectations and school feedback, I found that the highest SES parents' expectations most \"mirrored\" the various institutional assessments in the ECLS-K. Outside of the highest SES families, teacher-based assessments were generally not associated with parents' expectations. In addition, parents of white students reported expectations that were more closely aligned with school feedback than did the parents of racial and ethnic minorities. Between the time their children began kindergarten and were in fifth grade, parents who reported the bachelor's degree category were more likely to maintain their initial expectations than parents with either lower or higher expectations. Many of the parents who did not initially report a bachelor's-degree-level expectation moved in that direction, reflecting a \"college for all\" tendency in which a bachelor's degree is the default educational plan. Upper-SES parents reported the most stable expectations over time and parents of white students were most likely to stick with their kindergarten expectations. The parents of Hispanic and black students were least likely to maintain their initial expectations over their children's elementary school careers. The results provide nationally representative evidence that SES and race/ethnicity shape how parents relate to school feedback and view their children's educational potential. \n\n","downloadable_attachments":[{"id":64204967,"asset_id":43881985,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":73688246,"first_name":"Lisa","last_name":"Munson","domain_name":"fsu","page_name":"LisaMunson","display_name":"Lisa Munson","profile_url":"https://fsu.academia.edu/LisaMunson?f_ri=49557","photo":"https://0.academia-photos.com/73688246/18744590/18705801/s65_lisa.munson.jpg"}],"research_interests":[{"id":3753,"name":"Early Childhood Education","url":"https://www.academia.edu/Documents/in/Early_Childhood_Education?f_ri=49557","nofollow":false},{"id":5453,"name":"Race and Ethnicity","url":"https://www.academia.edu/Documents/in/Race_and_Ethnicity?f_ri=49557","nofollow":false},{"id":46325,"name":"Student Aspirations","url":"https://www.academia.edu/Documents/in/Student_Aspirations?f_ri=49557","nofollow":false},{"id":49557,"name":"Educational expectations","url":"https://www.academia.edu/Documents/in/Educational_expectations?f_ri=49557","nofollow":false},{"id":226330,"name":"Socioeconomic Status","url":"https://www.academia.edu/Documents/in/Socioeconomic_Status?f_ri=49557"},{"id":387703,"name":"Parents’ Expectation","url":"https://www.academia.edu/Documents/in/Parents_Expectation?f_ri=49557"},{"id":538047,"name":"Young Children","url":"https://www.academia.edu/Documents/in/Young_Children?f_ri=49557"},{"id":836404,"name":"Parental Expectations and Aspirations for Their Children Educational Attainment","url":"https://www.academia.edu/Documents/in/Parental_Expectations_and_Aspirations_for_Their_Children_Educational_Attainment?f_ri=49557"},{"id":1714589,"name":"Institutional assessments","url":"https://www.academia.edu/Documents/in/Institutional_assessments?f_ri=49557"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_41474901" data-work_id="41474901" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/41474901/Improving_educational_expectations_in_an_open_access_centre_in_Barcelona_An_educational_orientation_project_for_young_people_at_risk_of_social_exclusion">Improving educational expectations in an open access centre in Barcelona. An educational orientation project for young people at risk of social exclusion</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This article presents the design, implementation and evaluation of an educational orientation project for young people at risk of social exclusion who attended an Open Access Centre in Barcelona (Spain). The project aimed to increase... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_41474901" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article presents the design, implementation and evaluation of an educational orientation project for young people at risk of social exclusion who attended an Open Access Centre in Barcelona (Spain). The project aimed<br />to increase participants’ expectations of education in general, and of university and higher education in particular. A content analysis and a pre- and posttest<br />design are used to evaluate the effects of the programme. The programme was developed during five sessions under the supervision of a psychologist researcher. The results show that young people adopt a new meaning in relation to higher education by appropriating a language that allows them to redefine its sense and the original meaning of the academic institution.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/41474901" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0a63c241cac828ac83f86d3eac535583" rel="nofollow" data-download="{"attachment_id":61647285,"asset_id":41474901,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/61647285/download_file?st=MTczMzI1OTMzNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="24001732" href="https://girona.academia.edu/DavidSubero">David Subero</a><script data-card-contents-for-user="24001732" type="text/json">{"id":24001732,"first_name":"David","last_name":"Subero","domain_name":"girona","page_name":"DavidSubero","display_name":"David Subero","profile_url":"https://girona.academia.edu/DavidSubero?f_ri=49557","photo":"https://0.academia-photos.com/24001732/7720943/16702337/s65_david.subero.jpg"}</script></span></span></li><li class="js-paper-rank-work_41474901 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="41474901"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 41474901, container: ".js-paper-rank-work_41474901", }); });</script></li><li class="js-percentile-work_41474901 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41474901; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_41474901"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_41474901 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="41474901"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41474901; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41474901]").text(description); $(".js-view-count-work_41474901").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_41474901").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="41474901"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1140" href="https://www.academia.edu/Documents/in/Non-formal_Education">Non-formal Education</a>, <script data-card-contents-for-ri="1140" type="text/json">{"id":1140,"name":"Non-formal Education","url":"https://www.academia.edu/Documents/in/Non-formal_Education?f_ri=49557","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=49557","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="19052" href="https://www.academia.edu/Documents/in/Children_and_Youth">Children and Youth</a>, <script data-card-contents-for-ri="19052" type="text/json">{"id":19052,"name":"Children and Youth","url":"https://www.academia.edu/Documents/in/Children_and_Youth?f_ri=49557","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="49557" href="https://www.academia.edu/Documents/in/Educational_expectations">Educational expectations</a><script data-card-contents-for-ri="49557" type="text/json">{"id":49557,"name":"Educational expectations","url":"https://www.academia.edu/Documents/in/Educational_expectations?f_ri=49557","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=41474901]'), work: {"id":41474901,"title":"Improving educational expectations in an open access centre in Barcelona. An educational orientation project for young people at risk of social exclusion","created_at":"2019-12-31T08:58:08.642-08:00","url":"https://www.academia.edu/41474901/Improving_educational_expectations_in_an_open_access_centre_in_Barcelona_An_educational_orientation_project_for_young_people_at_risk_of_social_exclusion?f_ri=49557","dom_id":"work_41474901","summary":"This article presents the design, implementation and evaluation of an educational orientation project for young people at risk of social exclusion who attended an Open Access Centre in Barcelona (Spain). The project aimed\nto increase participants’ expectations of education in general, and of university and higher education in particular. A content analysis and a pre- and posttest\ndesign are used to evaluate the effects of the programme. The programme was developed during five sessions under the supervision of a psychologist researcher. The results show that young people adopt a new meaning in relation to higher education by appropriating a language that allows them to redefine its sense and the original meaning of the academic institution.","downloadable_attachments":[{"id":61647285,"asset_id":41474901,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":24001732,"first_name":"David","last_name":"Subero","domain_name":"girona","page_name":"DavidSubero","display_name":"David Subero","profile_url":"https://girona.academia.edu/DavidSubero?f_ri=49557","photo":"https://0.academia-photos.com/24001732/7720943/16702337/s65_david.subero.jpg"}],"research_interests":[{"id":1140,"name":"Non-formal Education","url":"https://www.academia.edu/Documents/in/Non-formal_Education?f_ri=49557","nofollow":false},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=49557","nofollow":false},{"id":19052,"name":"Children and Youth","url":"https://www.academia.edu/Documents/in/Children_and_Youth?f_ri=49557","nofollow":false},{"id":49557,"name":"Educational expectations","url":"https://www.academia.edu/Documents/in/Educational_expectations?f_ri=49557","nofollow":false},{"id":871358,"name":"Educative Innovations","url":"https://www.academia.edu/Documents/in/Educative_Innovations?f_ri=49557"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_76222475" data-work_id="76222475" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/76222475/Universal_patterns_or_the_tale_of_two_systems_Mathematics_achievement_and_educational_expectations_in_post_socialist_Europe">Universal patterns or the tale of two systems? Mathematics achievement and educational expectations in post-socialist Europe</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/76222475" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6b5579b7fc7622c6b37edca47d60a922" rel="nofollow" data-download="{"attachment_id":83969370,"asset_id":76222475,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/83969370/download_file?st=MTczMzI1OTMzNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="20068316" href="https://stjohns.academia.edu/StephenKotok">Stephen Kotok</a><script data-card-contents-for-user="20068316" type="text/json">{"id":20068316,"first_name":"Stephen","last_name":"Kotok","domain_name":"stjohns","page_name":"StephenKotok","display_name":"Stephen Kotok","profile_url":"https://stjohns.academia.edu/StephenKotok?f_ri=49557","photo":"https://0.academia-photos.com/20068316/5589378/9726605/s65_stephen.kotok.jpg"}</script></span></span></li><li class="js-paper-rank-work_76222475 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="76222475"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 76222475, container: ".js-paper-rank-work_76222475", }); 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Mathematics achievement and educational expectations in post-socialist Europe","created_at":"2022-04-12T05:53:13.151-07:00","url":"https://www.academia.edu/76222475/Universal_patterns_or_the_tale_of_two_systems_Mathematics_achievement_and_educational_expectations_in_post_socialist_Europe?f_ri=49557","dom_id":"work_76222475","summary":null,"downloadable_attachments":[{"id":83969370,"asset_id":76222475,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":20068316,"first_name":"Stephen","last_name":"Kotok","domain_name":"stjohns","page_name":"StephenKotok","display_name":"Stephen Kotok","profile_url":"https://stjohns.academia.edu/StephenKotok?f_ri=49557","photo":"https://0.academia-photos.com/20068316/5589378/9726605/s65_stephen.kotok.jpg"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=49557","nofollow":false},{"id":1199,"name":"Eastern Europe","url":"https://www.academia.edu/Documents/in/Eastern_Europe?f_ri=49557","nofollow":false},{"id":7024,"name":"Gender","url":"https://www.academia.edu/Documents/in/Gender?f_ri=49557","nofollow":false},{"id":26327,"name":"Medicine","url":"https://www.academia.edu/Documents/in/Medicine?f_ri=49557","nofollow":false},{"id":49557,"name":"Educational expectations","url":"https://www.academia.edu/Documents/in/Educational_expectations?f_ri=49557"},{"id":104446,"name":"Academic achievement","url":"https://www.academia.edu/Documents/in/Academic_achievement?f_ri=49557"},{"id":953669,"name":"Routledge","url":"https://www.academia.edu/Documents/in/Routledge?f_ri=49557"},{"id":1685819,"name":"Compare","url":"https://www.academia.edu/Documents/in/Compare?f_ri=49557"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_69815220" data-work_id="69815220" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/69815220/Changes_in_the_Educational_System_in_Structural_Crisis_Educational_Trajectories_of_Tajik_Children">Changes in the Educational System in Structural Crisis: Educational Trajectories of Tajik Children</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This thesis analyses the impact of structural changes in the Tajik society and education system in relation to factors such as gender differences, academic success, socioeconomic status of families, and the educational expectations and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_69815220" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This thesis analyses the impact of structural changes in the Tajik society and education system in relation to factors such as gender differences, academic success, socioeconomic status of families, and the educational expectations and plans of Tajik parents and children. The thesis begins by briefly describing the social transformations that Tajikistan wentthrough in the past 100 years; particular attention is paid to the break-up of the USSR and the civil war that took place in the last 20 years. It is suggested that the social context which shapes the attitudes of parents and children towards education has been changed considerably, creating new types of educational trajectories and re-framing educational and social inequality in the country. The second part of the thesis presents qualitative and quantitative data on how Tajik parents and children perceive further education and employment and make educational choices within the current institutional context. The empirical basis o...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/69815220" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="bfa9c99d955d7946e6009bd7adbb3368" rel="nofollow" data-download="{"attachment_id":79766225,"asset_id":69815220,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/79766225/download_file?st=MTczMzI1OTMzNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="165582" href="https://named.academia.edu/EvgenyKochkin">Evgeny Kochkin</a><script data-card-contents-for-user="165582" type="text/json">{"id":165582,"first_name":"Evgeny","last_name":"Kochkin","domain_name":"named","page_name":"EvgenyKochkin","display_name":"Evgeny Kochkin","profile_url":"https://named.academia.edu/EvgenyKochkin?f_ri=49557","photo":"https://0.academia-photos.com/165582/41988/47619028/s65_evgeny.kochkin.jpg"}</script></span></span></li><li class="js-paper-rank-work_69815220 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="69815220"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 69815220, container: ".js-paper-rank-work_69815220", }); 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The thesis begins by briefly describing the social transformations that Tajikistan wentthrough in the past 100 years; particular attention is paid to the break-up of the USSR and the civil war that took place in the last 20 years. It is suggested that the social context which shapes the attitudes of parents and children towards education has been changed considerably, creating new types of educational trajectories and re-framing educational and social inequality in the country. The second part of the thesis presents qualitative and quantitative data on how Tajik parents and children perceive further education and employment and make educational choices within the current institutional context. The empirical basis o...","downloadable_attachments":[{"id":79766225,"asset_id":69815220,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":165582,"first_name":"Evgeny","last_name":"Kochkin","domain_name":"named","page_name":"EvgenyKochkin","display_name":"Evgeny Kochkin","profile_url":"https://named.academia.edu/EvgenyKochkin?f_ri=49557","photo":"https://0.academia-photos.com/165582/41988/47619028/s65_evgeny.kochkin.jpg"}],"research_interests":[{"id":1237,"name":"Social Sciences","url":"https://www.academia.edu/Documents/in/Social_Sciences?f_ri=49557","nofollow":false},{"id":4486,"name":"Political Science","url":"https://www.academia.edu/Documents/in/Political_Science?f_ri=49557","nofollow":false},{"id":27195,"name":"Tajikistan","url":"https://www.academia.edu/Documents/in/Tajikistan?f_ri=49557","nofollow":false},{"id":49557,"name":"Educational expectations","url":"https://www.academia.edu/Documents/in/Educational_expectations?f_ri=49557","nofollow":false},{"id":54487,"name":"Educational Inequality","url":"https://www.academia.edu/Documents/in/Educational_Inequality?f_ri=49557"},{"id":133229,"name":"Labour migration","url":"https://www.academia.edu/Documents/in/Labour_migration?f_ri=49557"},{"id":278739,"name":"Social Transformations","url":"https://www.academia.edu/Documents/in/Social_Transformations?f_ri=49557"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_2606336" data-work_id="2606336" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/2606336/La_produzione_delle_aspirazioni_educative_Classe_genere_etnia_nelle_pratiche_orientative">La produzione delle aspirazioni educative. Classe, genere, etnia nelle pratiche orientative</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">La relazione controversa tra stratificazione sociale e sistema educativo può essere esplorata efficacemente attraverso ricerche empiriche attente a mettere in luce il funzionamento quotidiano del campo educativo. Il passaggio dalla... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_2606336" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">La relazione controversa tra stratificazione sociale e sistema educativo può essere esplorata  efficacemente attraverso ricerche empiriche attente a mettere in luce il funzionamento quotidiano del campo educativo. Il passaggio dalla scuola secondaria di primo grado a quella di secondo grado nel sistema di istruzione italiano rappresenta un momento chiave nei processi di differenziazione e riproduzione delle diseguaglianze. I percorsi degli studenti attraverso il sistema di istruzione sono particolarmente segnati da alcune appartenenze ascritte: genere e classe sociale. Più recentemente l'essere o meno figli di immigrati. <br />La ricerca empirica nel nostro paese non ha esplorato in misura soddisfacente il modo attraverso cui tali appartenenze si intersechino e siano quotidianamente internalizzate, vissute, usate e agite nel campo dell'istruzione formale. I sistemi di classificazione usati, talvolta tacitati o negati, dagli attori nel campo educativo (studenti, famiglie, insegnanti) hanno una forza processuale e performante. Indagare il processo di scelta che accompagna il passaggio alla scuola secondaria di secondo grado vuol dire accedere ad un momento privilegiato di confronto tra attori dotati di un potere simbolico differenziato. Le aspirazioni educative sono il prodotto di un quotidiano lavorio di mediazione, negoziazione e accomodamento tra gli attori coinvolti nel processo di scelta che punta alla fissazione di specifici orizzonti di possibilità per gli studenti. <br />Il mio intervento si concentrerà su genitori e insegnanti discutendo parte dei risultati di una ricerca empirica tutt'ora in corso condotta attraverso osservazioni etnografiche e interviste in due scuole Milanesi. In particolare si rifletterà: a) sulle intersezioni tra classe sociale, genere e etnia, nel processo di orientamento alla scelta della scuola superiore e nella costruzione del consiglio orientativo formulato dagli insegnanti; b) sulla capacità del processo di orientamento di cristallizzare e reificare l'identità scolastica degli allievi c) sulle interazioni tra genitori e insegnanti e dunque sulle connessioni tra potere simbolico e traiettorie scolastiche effettivamente intraprese.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/2606336" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="239045" href="https://unimi.academia.edu/MarcoRomito">Marco Romito</a><script data-card-contents-for-user="239045" type="text/json">{"id":239045,"first_name":"Marco","last_name":"Romito","domain_name":"unimi","page_name":"MarcoRomito","display_name":"Marco Romito","profile_url":"https://unimi.academia.edu/MarcoRomito?f_ri=49557","photo":"https://0.academia-photos.com/239045/58886/60744/s65_marco.romito.jpg"}</script></span></span></li><li class="js-paper-rank-work_2606336 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="2606336"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 2606336, container: ".js-paper-rank-work_2606336", }); 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$(".js-view-count[data-work-id=2606336]").text(description); $(".js-view-count-work_2606336").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_2606336").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="2606336"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="8334" href="https://www.academia.edu/Documents/in/Career_Orientation">Career Orientation</a>, <script data-card-contents-for-ri="8334" type="text/json">{"id":8334,"name":"Career Orientation","url":"https://www.academia.edu/Documents/in/Career_Orientation?f_ri=49557","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="49557" href="https://www.academia.edu/Documents/in/Educational_expectations">Educational expectations</a>, <script data-card-contents-for-ri="49557" type="text/json">{"id":49557,"name":"Educational expectations","url":"https://www.academia.edu/Documents/in/Educational_expectations?f_ri=49557","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="242066" href="https://www.academia.edu/Documents/in/Pierre_Bourdieu_and_symbolic_violence">Pierre Bourdieu and symbolic violence</a><script data-card-contents-for-ri="242066" type="text/json">{"id":242066,"name":"Pierre Bourdieu and symbolic violence","url":"https://www.academia.edu/Documents/in/Pierre_Bourdieu_and_symbolic_violence?f_ri=49557","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=2606336]'), work: {"id":2606336,"title":"La produzione delle aspirazioni educative. Classe, genere, etnia nelle pratiche orientative","created_at":"2013-02-18T23:51:16.994-08:00","url":"https://www.academia.edu/2606336/La_produzione_delle_aspirazioni_educative_Classe_genere_etnia_nelle_pratiche_orientative?f_ri=49557","dom_id":"work_2606336","summary":"La relazione controversa tra stratificazione sociale e sistema educativo può essere esplorata efficacemente attraverso ricerche empiriche attente a mettere in luce il funzionamento quotidiano del campo educativo. Il passaggio dalla scuola secondaria di primo grado a quella di secondo grado nel sistema di istruzione italiano rappresenta un momento chiave nei processi di differenziazione e riproduzione delle diseguaglianze. I percorsi degli studenti attraverso il sistema di istruzione sono particolarmente segnati da alcune appartenenze ascritte: genere e classe sociale. Più recentemente l'essere o meno figli di immigrati. \r\nLa ricerca empirica nel nostro paese non ha esplorato in misura soddisfacente il modo attraverso cui tali appartenenze si intersechino e siano quotidianamente internalizzate, vissute, usate e agite nel campo dell'istruzione formale. I sistemi di classificazione usati, talvolta tacitati o negati, dagli attori nel campo educativo (studenti, famiglie, insegnanti) hanno una forza processuale e performante. Indagare il processo di scelta che accompagna il passaggio alla scuola secondaria di secondo grado vuol dire accedere ad un momento privilegiato di confronto tra attori dotati di un potere simbolico differenziato. Le aspirazioni educative sono il prodotto di un quotidiano lavorio di mediazione, negoziazione e accomodamento tra gli attori coinvolti nel processo di scelta che punta alla fissazione di specifici orizzonti di possibilità per gli studenti. \r\nIl mio intervento si concentrerà su genitori e insegnanti discutendo parte dei risultati di una ricerca empirica tutt'ora in corso condotta attraverso osservazioni etnografiche e interviste in due scuole Milanesi. In particolare si rifletterà: a) sulle intersezioni tra classe sociale, genere e etnia, nel processo di orientamento alla scelta della scuola superiore e nella costruzione del consiglio orientativo formulato dagli insegnanti; b) sulla capacità del processo di orientamento di cristallizzare e reificare l'identità scolastica degli allievi c) sulle interazioni tra genitori e insegnanti e dunque sulle connessioni tra potere simbolico e traiettorie scolastiche effettivamente intraprese. \r\n","downloadable_attachments":[],"ordered_authors":[{"id":239045,"first_name":"Marco","last_name":"Romito","domain_name":"unimi","page_name":"MarcoRomito","display_name":"Marco Romito","profile_url":"https://unimi.academia.edu/MarcoRomito?f_ri=49557","photo":"https://0.academia-photos.com/239045/58886/60744/s65_marco.romito.jpg"}],"research_interests":[{"id":8334,"name":"Career 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