La présente recherche tente d'étudier l'inégalité des niveaux d'aspirations scolaires des élèves du cours secondaire. Les aspirations scolaires étant considérées comme un phénomène a la fois individuel et social, la question fondamentale à laquelle cette recherche essaie de répondre est la suivante. - Peut-on mieux comprendre et expliquer l'inégalité des niveaux d'aspirations scolaires des jeunes québécois selon les origines sociales, en mettant principalement en relation la position sociale et l'estime de soi qui sont impliquées dans la dynamique des aspirations en général? - Quelle est l'importance relative de certaines variables (sexe, réussite scolaire et voie d'apprentissage) dans les projets scolaires que formulent les élèves? Pour donner quelques éléments de réponses à ces questions l'auteur a été amené, dans une première étape, à situer le sujet dans la problématique plus globale des inégalités sociales et scolaires et dans celle des théories sociologiques élaborées pour les expliquer. La théorie de la rationalité de l'acteur élaborée par Boudon (1979-1973) a été retenue pour les fins de la recherche. Elle a été adaptée à l'étude plus particulière des inégalités d'aspirations scolaires grâce à des éléments théoriques et conceptuels empruntés à la théorie psycho-sociologique des aspirations développée par Rocher (1976). Dix-huit (18) hypothèses (secondaires et principales) ont été formulées à partir du cadre d'analyse. L'échantillon de l'étude est constitué de 3 301 élèves de troisième année de l’enseignement secondaire (1974). Il s’agit des données de l'enquête ASOPE (1972 à 1977). Les méthodes d'analyse utilisées sont l'analyse tabulaire avec élaboration et le ratio pour évaluer les chances relatives des différents agents sociaux. Toutes les hypothèses secondaires ont été vérifiées. Dans le modèle de base les relations entre l'estime de soi et les aspirations scolaires, puis entre le statut socio-économique et les aspirations scolaires ont été significatives. Mais de manière inattendue la relation entre le statut socio-économique et l'estime de soi n'a pas été significative. Des hypothèses explicatives ont été avancées pour faire comprendre cette absence de relation significative. La recherche de structure d'interaction (à partir du ratio) entre les variables de recherche considérées trois par trois permet d'interpréter les inégalités des niveaux d'aspirations scolaires comme les conséquences des "projets de décisions" intentionnels des élèves et/ou des unités familiales en fonction des paramètres coûts/risques/bénéfices anticipés d'ordre économique, social et psychologique. Ces paramètres étant associés à la position sociale, à l'estime de soi, au sexe, à la réussite scolaire et à la voie d'apprentissage; puis correspondants à un niveau d'études donné. La structure d'interaction, en termes de chances relatives à partir du ratio, a été observée entre les variables suivants: - le statut socio-économique, la réussite scolaire et les aspirations scolaires; - le statut socio-économique, la voie d'apprentissage et les aspirations scolaires; - l'estime de soi, le sexe et les aspirations scolaires. Les différences des niveaux d'aspirations scolaires ont donc été interprétées dans la perspective de la théorie de la rationalité de l'acteur. Mais la structure d'interaction n'a pas été observée entre le statut socio-économique, le sexe et les aspirations scolaires. Quant aux relations entre l'estime de soi, la réussite scolaire et les aspirations scolaires; puis entre l'estime de soi, la voie d'apprentissage et les aspirations scolaires, elles ont été très complexes â analyser et à interpréter. En dernière analyse, on est maintenant en mesure de répondre à la question posée au début de cette recherche en disant ceci: la mise en relation du statut socio-économique et de l'estime de soi (principalement) permet de comprendre et d'expliquer dans une large mesure les inégalités d'aspirations scolaires. Les variables sexe, réussite scolaire et voie d'apprentissage jouent, plus ou moins selon les conditions, un rôle d'estimation des risques qu'encourent les élèves et/ou leurs parents dans leurs projets d'investissement scolaire. / Québec Université Laval, Bibliothèque 2015

The underlying concern in this thesis is with the real opportunities that people have to pursue beings and doings that they have reason to value. This concern is explored through the development of four themes, namely ‘shaping aspirations’, ‘capabilities of academic researchers’, ‘qualities of play’, and ‘university internationalisation’. These themes emerged during my journey of academic inquiry, which included empirical research conducted in two distinct settings.

Thesis (M. Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaf 158-167).

Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 158-167). Also available in print.

Percentage plans such as the Talented Twenty program purport to assist and motivate high ranking students to attend college and grant access to higher education. This type of plan is particularly important to students enrolled in high priority schools who might not view themselves as potential college students. This study examined the relationship between Florida’s Talented Twenty program that begins intervention with juniors and the college aspirations for high ranking students at a high priority school. Numerous studies have established that increased levels of education lead to higher salaries, career mobility, and an increased quality of life (e.g., Bowen, 1997; Leslie & Brinkman 1988; Pascarella & Terenzini, 1991, Swail, 2000). Given the importance of students’ decisions regarding whether or not they will attend college, understanding how and when they make decisions about attending college is important for them, their parents, advisors, and educational administrators. This research examined students’ perceptions and insights via interviews. The overarching research question was: How do high ranking high school students attending a high priority school in a south Florida district perceive their college opportunities? Sixteen high ranking students, grades nine – 12 from a high priority school in Miami-Dade County participated in the study. Participants were identified by a school counselor and individual semi structured interviews were conducted at the school. Utilizing a student development theoretical framework developed by Hossler and Gallagher (1987) that centered on students’ predisposition, search strategies and choices, data were organized and emergent themes analyzed. The analysis of the data revealed that in alignment with the framework (a) parents were the strongest influence in the development of these students’ college aspirations, (b) these students formalized their higher education plans between eighth and 10th grade, (c) these students actively engaged in academic searches and learning opportunities that increased their chances to be admitted into college, and (d) there was no relationship between knowledge regarding the Talented Twenty program and their educational decisions. This study’s findings suggest that interventions and programs intended to influence the educational aspirations of students are more likely to succeed if they take place by the eighth or ninth grade.

By using a social psychological approach, this research investigated whether occupational aspirations lead to migration. From the literature, we know that rural youth have lower occupational aspirations than their urban counterparts. We also know that rural youth often lower their occupational aspirations because of the confusion created between the benefits of moving for school and the attachment felt for home. We do not know, however the connection between occupational aspirations and migration. Are young to middle-aged adults in rural areas with higher occupational aspirations more likely to migrate out of rural areas than young to middle-aged adults with lower aspirations? The age group for this study is 14-35. Aspirations were measured using Duncan's socioeconomic index (SEI) with data from the National Longitudinal Study of Youth in 1979. Results show that youth with high occupational aspirations migrate more than youth with medium and low occupational aspirations. They are also more likely to migrate from rural to urban counties and to have lived in a different county of residence in 1980 than 2002.

Cette étude porte sur le rôle des attitudes et des comportements parentaux dans le processus de décrochage scolaire au travers de deux objectifs. Le premier consiste à vérifier le rôle médiateur des aspirations scolaires de l’adolescent sur le lien entre les aspirations scolaires parentales pour leur enfant et le décrochage scolaire. Le second objectif vise à valider le rôle protecteur du soutien scolaire parental vis-à-vis du décrochage lorsque les aspirations scolaires des parents pour leur adolescent sont peu élevées. Les résultats ont été obtenus à partir de données longitudinales recueillies auprès de 4630 élèves québécois de secondaire pendant cinq ans. Ils mettent en évidence par l’emploi de régressions logistiques que les aspirations scolaires de l’adolescent médiatisent partiellement le lien entre les aspirations scolaires des parents et le décrochage scolaire. Comme attendu, le nombre de décrocheurs s’avère moins important dans la situation où les parents aux aspirations scolaires peu élevées soutiennent scolairement leur enfant. En revanche, les résultats n’ont pas permis de démontrer statistiquement le rôle protecteur du soutien scolaire parental car, contre toute attente, le nombre de décrocheurs s’est avéré également plus important lorsque des parents aux aspirations scolaires élevées soutiennent scolairement leur enfant. Quelques hypothèses sont avancées pour expliquer ce résultat contre intuitif. Les conclusions de cette étude laissent penser qu’accompagner les parents et leur enfant sur le niveau de leurs aspirations scolaires, permettrait de réduire le risque de décrochage scolaire. Elles ouvrent également sur de nouvelles perspectives quant au rôle modérateur du style parental et des difficultés scolaires de l’adolescent sur l’influence du soutien scolaire parental dans le processus de décrochage scolaire. / This study focuses on the role of parental attitudes and behaviours in the process of school dropout through addressing two objectives. The first objective consists in verifying the mediator role of educational aspirations of the adolescent on the relationship between parental educational aspirations for their child and school dropout. The second objective aims at validating the protective role of parental support against school dropout when parental educational aspirations for their adolescent are low. The results were derived from data gathered annually among 4630 Quebec high school students from 7th to 11th grade. The results demonstrate through the use of logistic regressions that educational aspirations of the adolescent mediate partially the relationship between the parental educational aspirations and school dropout. As observed, dropout were less frequent when the parents with low educational aspirations supported their child in its education. Nonetheless the results could not prove the protective role of parental educational support. Indeed, the number of dropouts appeared surprisingly also higher when parents expressed high educational aspirations and high support. Several explanations are proposed to explain those results. This study suggests that working with both parents and their child on their educational aspirations may help decrease the risk of school dropout. They also bring new perspectives on the moderating role of parenting style and academic difficulties of the adolescent on the influence of parental educational support in the school dropout process.

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

Master of Science - Agricultural Education and Communication / Department of Communications and Agricultural Education / Shannon Washburn / Agriculture is one of the fastest growing industries in the world. Universities have the opportunity to meet the growing demand for more agricultural graduates. To better understand how to facilitate students in degree completion at Kansas State University, this study looked at the aspirations of freshmen and the expectations of seniors within the College of Agriculture at Kansas State University. The sample included 517 freshmen and 196 seniors, for a total of 713 students who completed the questionnaire. Both freshmen and seniors indicated positivity toward future career goals. Additionally, both groups indicated having participated or the desire to participate in a student organization within the College of Agriculture, and to complete an internship relevant to their major. Intrinsic values, such as relevance to their interests and personal values, were influential in choice of degree for both freshmen and seniors. Both groups responded very positively about future job opportunities and preparedness for the career force. Freshmen and Seniors were relatively consistent in their predication of salary one year and five years after graduation, however freshmen had higher expectations 10 years post-graduation. Forty-two percent (n = 210) of freshmen indicated that they had thought about changing majors, while 29.2% (n = 56) of seniors had responded that they had changed majors during their academic career. Both groups indicated that they had a positive college experience at Kansas State University. According to this research, Kansas State University students need more information about job opportunities and salary expectations. Additionally, more information regarding majors will help students choose a major most connected to their personal interests.

Thesis advisor: Sara Moorman / This research looks at the ways in which mothers influence their daughter’s educational achievements and occupational aspirations. The goal is to determine whether the Role-Model Hypothesis or Grades Hypothesis explains the relationship more. According to the literature, the Role-Model Hypothesis is based on ideas of socialization and gender-role stereotypes while the Grades Hypothesis is based on the idea of transmission of social capital, which improves test scores. In order to test these hypotheses, a series of multinomial logistic regression models were run on the responses of a sample of 7,716 female students and their mothers to the Educational Longitudinal Study, (ELS) 2002, Base Year. The results provide evidence in support of the Grades Hypothesis. A mother with higher educational attainment and a more prestigious occupation is more likely to have a daughter with higher test scores, with higher test scores leading to higher expectations and aspirations by the daughter. Implications of this finding include suggestions for the need for action, policy changes, and the decline in the importance of gender theory in influencing aspirations. / Thesis (BA) — Boston College, 2013. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: College Honors Program. / Discipline: Sociology Honors Program. / Discipline: Sociology.