Effects of Youth Educational Aspirations on Academic Outcomes and Racial Differences: A Propensity Score Matching Approach

Citation

Chung, Gerard; Kainz, Kirsten; Eisensmith, Sarah Rabiner; & Lanier, Paul (2022). Effects of Youth Educational Aspirations on Academic Outcomes and Racial Differences: A Propensity Score Matching Approach. Journal of Child and Family Studies.

Abstract

This study examined how 7th to 12th grade students’ educational aspirations influenced their school engagement and grade point average (GPA) a year later. Using data (n = 4368) from the National Longitudinal Study of Adolescent to Adult Health, this study used propensity score matching to address confounders due to family, parenting, and individual-level background characteristics, allowing for a minimally biased effect of educational aspirations on the academic performances of White, African American, and Hispanic youths. We found that high educational aspirations helped youths to have better school engagement behaviors above and beyond the positive effects of school climate. White and African American youths with high aspirations attained a higher GPA than those with low aspirations. Yet, even with high aspirations boosting GPA, racial/ethnic group differences in GPA scores persisted. Supporting youths to develop and maintain high levels of aspirations would have a positive effect on their academic performances regardless of racial groups. But improving school learning environment would be important in reducing racial differences in academic performances.

URL

https://doi.org/10.1007/s10826-022-02227-y

Keyword(s)

School climate

Reference Type

Journal Article

Journal Title

Journal of Child and Family Studies

Author(s)

Chung, Gerard
Kainz, Kirsten
Eisensmith, Sarah Rabiner
Lanier, Paul

Year Published

2022

ISSN/ISBN

1573-2843

DOI

10.1007/s10826-022-02227-y

Reference ID

9535