Research That Matters (January 17 - 20, 2008)

Methods: This study uses data collected using the School Success Profile (SSP) (Bowen & Richman, 2001). Specifically, it draws on a subsample of 11,197 students who identified as receiving free or reduced lunch (an indicator of poverty status). The dependent variable is aspirations to enlist in the military or enroll in college following high school. Demographic variables (gender, race, age, and family constellation) and educational variables (academic performance, school satisfaction, and school engagement) were first considered for their contribution to youth post-high school aspirations; social support variables were then added to the model to examine their additional impact. Five sources of social support were examined, neighborhood, peer, family, teacher, and general social support. Bivariate and multivariate analyses were used to model youth aspirations.

Results: In the sample, 76.7% of youth aspired to go to college or enlist in the military. Among youth with low aspirations (those who did not aspire to go to college or enlist in the military), there was an overrepresentation of male youth, youth older than 15 years, white youth, and youth whom did not live with their parents. Youth with lower levels of school satisfaction, school engagement, and academic performance were also overrepresented among youth with low aspirations. Comparing social support from the neighborhood, peers, family, and teachers, and overall support also yielded significant differences. Low aspiring youth reported lower levels of support in all 5 categories. Three steps of multivariate analysis examined the contribution of demographic, educational and social support variables to the model. All three models fit the data and adding each set of variables added explanatory power (Nagelkerke R-Square values went from 2.6% in the demographic model to 10.3% in the demographic and academic model to 12.4% in the final model that included social support). The final model suggested that younger age, non-white race, better academic performance, greater engagement in school and higher levels of friend and parent support are associated with higher post-high school aspirations among this sample of low-income youth.

Implications: This analysis suggests that although demographic and educational variables have important associations with aspirations among high school students, social support also plays a role in determining youth aspirations. Understanding the social context mechanisms that encourage youth to have high aspirations will help us support youth towards the goals that eventually lead to high educational attainment. Implications for both school social work practice and education are discussed.