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Gender Gaps in Math Performance, Perceived Mathematical Ability and College STEM Education: The Role of Parental Occupation

– All three factors, math achievement, perceived math ability, and parental occupation in a science field, are found to be significant predictors of the probability of majoring in science in college.
– Having a parent working in a science related field is associated with a better performance in math but not necessarily higher levels of perceived math ability, given math performance.
– Most of the observed positive effects of having a parent in a science related occupation seem to be concentrated among females.
– Estimated effects of higher levels of math achievement are about double for boys than for girls. Estimates of perceived math ability are also slightly larger for boys.

Public Understanding of Science and K-12 STEM Education Outcomes: Effects of Idaho Parents' Orientation Toward Science on Students' Attitudes Toward Science

The authors focus on the potential effects of parents’ attitudes toward science on their children’s STEM learning outcomes.

Expectancy-Value and Children’s Science Achievement: Parents Matter

– Teachers’ expectancy for children’s success in science did not significantly predict students’ fifth grade science achievement.
– Parents’ expectancy did predict students’ fifth grade science achievement.
– Children’s science self-efficacy significantly influenced science achievement scores. This was a weaker influence than the direct effect of parents’ expectancy of children’s success in science.
– None of the dependent variables showed significant difference between genders.
– The influence of parent expectancy on child self-efficacy for science and science achievement is equally strong for both boys and girls.

The Role of Mothers’ Communication in Promoting Motivation for Math and Science Course-Taking in High School

– There was a significant effect of the experimental intervention on course-taking, such that adolescents whose parents received the intervention took more MS in 12th grade, compared with controls.
– There was an indirect effect of personal connections on STEM course-taking through adolescent’s interest.- More years of mother’s education were associated with higher perceptions of adolescents’ math ability.
– Neither mothers’ years of education nor mothers’ perception of adolescents’ math ability predicted number of conversations between mothers and adolescents or personal connections articulated in the interviews.
– Mothers with more years of education generated more elaborated responses in their interview.
– There was a significant interaction between number of conversations and elaboration, such that the highest level of interest occurred with high elaboration and few conversations.
– Adolescents whose parents received the intervention reported more UV in 10th grade than those whose parents were in the control group.
– Higher levels of interest in 10th grade predicted more STEM courses taken in 12th grade.
– There was a significant interaction between elaboration and number of conversations such that the highest levels of course-taking were achieved either with the combination of high elaboration and fewer conversations, or less elaboration but more conversations.

Middle-Class Mothers on Urban School Selection in Gentrifying Areas

1.) What schooling options do mothers in gentrifying areas consider in the school-selection process?

2.) What forms of communication do they utilize to exchange information regarding school options?

School Substance Use Norms and Racial Composition Moderate Parental and Peer Influences on Adolescent Substance Use

Examine the effects of school substance use norms and school racial composition in predicting adolescent substance use and in moderating parental and peer influences on adolescent substance use.

Parental Support and High School Students’ Motivation in Biology, Chemistry, and Physics: Understanding Differences Among Latino and Caucasian Boys and Girls

The authors examine if a variety of parental behaviors predict students’ ability self-concepts in and value they place on biology, chemistry, and physics.

The Role of Parental Values and Child-specific Expectations in the Science Motivation and Achievement of Adolescent Girls and Boys

– Student interest in science was most strongly associated with career aspirations.
– Parental values and expectations explained student interest, self-concept, achievement, and career aspirations.
– There were strong associations of parental expectations with a child’s career aspirations, moderate to strong associations with student motivation, and a moderate association with a student’s science achievement.
– Boys had a slightly higher interest in science and a higher self-concept than girls. Correspondingly, girls did not pursue careers in scientific fields as often as boys did.
– There was a significant difference between the self-concept of boys and girls in science only. When parents valued science as important in general, boys showed a significantly higher self-concept than girls did.
– Parental expectations were more strongly related to the interest, self-concept, and achievement of boys than it was to that of girls. In contrast, the high expectations of parents predicted career
aspirations in science equally well for boys and girls.
– In general, parents had higher expectations of their daughters than they did of their sons.
– With respect to the motivation of both boys and girls, parental expectations for a child’s career aspirations in science are more important than parental values are.

Seeking a 'Critical Mass': Middle-Class Parents Collective Engagement in City Public Schooling

Is middle-class parents’ collective engagement in schooling particularly important in under-resourced urban contexts?

Science Aspirations, Capital, and Family Habitus: How Families Shape Children's Engagement and Identification With Science

How and why is science a more ‘‘thinkable”
aspiration in some families and not others?

Does Moving to Better Neighborhoods Lead to Better Schooling Opportunities? Parental School Choice in an Experimental Housing Voucher Program

Understand why the children of families who participated in the Baltimore MTO program did not experience larger gains in achievement.

The Social Cost of Open Enrollment as a School Choice Policy

Evaluates the effects of three San Diego, California school choice programs on integration by race, student achievement and parental education levels.

School Choice and Segregation: Evidence from an Admission Reform

Evaluates the effects of school choice on segregation using data from an admission reform in the Stockholm upper secondary schools.

The Role of Schools, Families, and Psychological Variables on Math Achievement of Black High School Students

  • What is the impact of school-, family-, and person-level affective or social psychological variables on math achievement for a nationally representative sample of Black high school students?

Public School Choice and Integration: Evidence from Durham, North Carolina

Examines the impact of school choiceprograms on racial and class-based segregation across schools.

Does Gender Composition of the Classroom Matter? A Comparison of Students' Academic and Social Outcomes in Single-Gender and Coed High School Classrooms

How gender composition affects students’ academic and socio-emotional outcomes?

Individual and School Structural Effects on African American High School Students' Academic Achievement

Examined the extent to which individual-level and school structural variables predict academic achievement among a sample of 10th grade African American students abstracted from the National Educational Longitudinal Study (NELS) database.

Lessons Learned from School Desegregation

Theories about why desegregation should improve black achievement.

When Opting Out is not a Choice: Implications for NCLB's Transfer Option from Charlotte, North Carolina

Examines the implementation and early outcomes of No Child Left Behind’s voluntary transfer option for the Charlotte-Mecklenburg School after end of court-mandated desegregation.

Peer Effects on Student Achievement: Evidence from Chile

Estimates of peer effects on student achievement, using a 1997 census of eight-grade achievement in Chile.

What Do Parents Want from Schools? Evidence from the Internet

The aspects of schools parents prefer and how these preferences will affect the socioeconomic and racial composition of schools.

The School Compositional Effect of Single Parenthood on 10th-Grade Achievement

Whether and how school’s concentration of students from single-parent families affect the social context for learning for all student.

Relation of Parental Involvement, Empowerment, and School Traits to Student Academic Performance

What is the relation of parental involvement in education to student academic performance? What is the relation of parent perceptions of involvement and empowerment and school structural characteristics to student academic performance?