Parental Socioeconomic Status and Students' Postsecondary Educational Attainment: Exploring the Mediating Role of Students' Participation in Extracurricular Activities During High School
Notice bibliographique
Résumé
An investment in knowledge always pays the best interest (Benjamin Franklin). Benjamin Franklin's cogent observation continues to hold true in North America. Postsecondary educational attainment is a consistent and reliable indicator of an individual's wellbeing in adulthood (Ermisch & Pronzato, 2010). In light of this, Canadian educational policies emphasize inclusiveness and equity (Alberta Education, 2017), however, despite efforts to equalize in-school conditions for students, the OECD reports that 9.4% of Canadian students' mathematics performance is determined by their socioeconomic status (OECD, 2015). These differences are further exacerbated at the postsecondary level, where rates of attainment and types of degree pursued differ greatly between students of different socioeconomic backgrounds (Krahn, 2017; Finnie & Mueller, 2008). It is important, therefore, to examine factors that allow for this relationship to persist, such as extracurricular activity participation. This study explores the mediating role of extracurricular activity participation in high school (at age 18) on the relationship between parental socioeconomic status and students' postsecondary educational attainment at age 25. I use data collected for the Alberta High School Graduate Survey (1996) and Follow-up Survey (2003) by Dr. Harvey Krahn and the Population Research Laboratory at the University of Alberta to examine the effect of students' extracurricular participation in high school on their postsecondary educational attainment using structural regression modeling techniques. This study delineates activities by type, into high-, mid-, and low- brow activities, as prior research conducted in the United States has indicated that such factors might influence the focal relationship (Guest & Schneider, 2003; Schreiber & Chambers, 2002). I use Bourdieu and Passeron's (1990) theory of social and cultural reproduction in education to examine the role of participation in extracurricular activities in facilitating the greater postsecondary educational attainment of students from high socioeconomic backgrounds. I also use Lareau's (2002) model of the concerted cultivation parenting style to explain the ways in which high socioeconomic status is linked to high socioeconomic students' greater extracurricular participation. In this study, I did not find a mediating effect of different types of extracurricular activities, high- and mid- brow activity participation, on the focal relationship between parental socioeconomic status and respondents' postsecondary educational attainment. Results, however, indicate higher levels of participation in both high- and mid- brow activities among students from higher socioeconomic status families. Furthermore, I found a direct relationship between greater high- and mid- brow activity participation at age 18 and respondents' higher educational attainment levels at age 25. I discuss implications of these findings and recommendations for future research.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».