Mothers\u27 Educational Expectations and Children\u27s Enrollment: Evidence from Rural China

How much would mothers\u27 educational expectations influence their children\u27s actual school attainment in the rural setting of China? This study explores the impact of mothers\u27 educational expectations on children’s schooling by focusing on the discrepancy in expectations between mothers and children. Going beyond existing literature, this study pays special attention to the directions of mother-child discrepancy. I analyze Gansu Survey of Children and Families (GSCF), the longitudinal data, from rural Gansu, China. The analysis reveals that mother-child discrepancy in educational expectations is substantial. Children have a much better chance to stay in school when their mothers share with them the same college dream, or when mothers hold expectations higher than their own. Children at high risk of dropping out, that is those who are from impoverished families and those who struggle academically, benefit most from this positive impact. And mothers\u27 influence becomes stronger as children advance in their schooling

The Hopes Carry Them On: Early Educational Expectations and Later Educational Outcomes in Rural Gansu, China

It is commonly held in the education literature that parents’ and children’s educational expectations are important factors in predicting children\u27s educational achievement and attainment. However, very little is known about the significance of parents’ and children’s early expectations in developing country settings. This study employs a case study of children in 100 rural villages in a poor province in Northwest China to explore the impact of parents’ and children’s early expectations on children’s later school persistence and completion of compulsory and secondary education. I pay special attention to the agreement and disagreement in early educational expectations between parents and children. Results from analyses of longitudinal data from the Gansu Survey of Children and Families (GSCF) from 2000 to 2009 reveal two main results. First, parents’ and children’s early expectations are strong predictors of children\u27s chances of staying in school, completing compulsory education and completing secondary education. Second, there are substantial discrepancies in expectations between parents and children in many families, but children whose high expectations aligned with their parents’ fared best in later educational outcomes. This positive impact held even for children from the most impoverished families. Results also show that parents’ expectations are tied to the local village cultural environment

Educational expectations, school experiences and academic achievements: A longitudinal examination

This study incorporates teacher and child perceptions of child school experiences into the examination of the reciprocal influence between teacher and child educational expectations and child academic achievements. Analysing a longitudinal data from north-west rural China, the results highlight strong lagged effects of child school experiences: a child’s early feelings of disengagement have strong negative impact on his/her later educational expectations and achievements, while the teacher’s early evaluations of the child are closely linked to later teacher expectations and child achievement. A child’s family background has almost no direct effect on child and teacher expectations and achievements when controlling child and teacher perceptions of child’s progress in school. The findings suggest that future studies should focus more on child school experiences, which is a topic that has brought much insight to disparities in educational outcomes in developed countries

Influence of Home Environment on Children’s Schooling: From Teacher’s Perspective

Previous research in educational stratification has revealed that one of the mechanisms a child’s family background may affect school outcomes is through its influence on teacher-student relationships at school. Going beyond the conventional modeling of using only measures of the family’s socioeconomic situation, this article incorporate the teachers’ perspectives of the importance of the children’s family background into the examination of teachers’ evaluations of children’s learning capacity and their expectations for the children’s future school attainment, using a unique dataset from rural Gansu in northwest China. The analysis results reveal that teachers’ perceptions of the importance of children’s family background are closely associated with teachers’ evaluations and educational expectations of children, beyond children’s academic achievement and their family’s actual socioeconomic situations; and teachers’ expectations at early time point help to predict children’s later school persistence. The findings point to the importance of bringing teachers’ subjective perceptions into educational research, and the increasing importance of examining school-related factors to deepen our understanding of the different passageways through which family background leads to educational stratification

The Green rings of pointed tensor categories of finite type

In this paper, we compute the Clebsch-Gordan formulae and the Green rings of connected pointed tensor categories of finite type.Comment: 14 page