The purpose of this study was to examine privilege in families and uncover the complexities of sibling relationships in adulthood. Through interviewing 13 adult siblings and 3 mothers from 4 families my goal was to gain a clearer picture of what privilege in families means. The sample consisted of a family with 3 sisters, a family with 3 brothers and a sister, a family with 4 brothers, and a family with 2 brothers and a sister. The adult siblings ranged in age from 30 to 60, with an average age of 42. The mothers ranged in age from 62 to 70, with an average age of 67. The study was guided by three theoretical frameworks: a life course, a phenomenological, and a feminist perspective. I conducted this study utilizing an integration of qualitative and feminist methodologies. I used a snowball sampling technique to recruit participants. Data were collected through the use of qualitative in-depth interviews. The interview guides were developed based on the research questions, the review of literature, and the theories guiding the study. I draw 5 conclusions from this study. First, there is a sense of devotion to family that is both expected and fulfilled by simply spending time together, being there for each other in times of need, and at times compromising personal needs or wants. Second, there is an overarching sense of justice that is discussed in everyday language, but at the same time referred to as "something we don't ever think about." Third, descriptions of having a continuous bond among siblings is verbalized as "being the same but different" or just feeling "something in the air," while at the same time mourning the absense of something that is "gone forever." Fourth, interviewing multiple family members extends the understanding of the difficulty of taking different stories heard by each family member and fitting them together into a "family photo." Finally, maintaining an awareness of what it is like to try to "speak for your family" has a different meaning when you also hold the knowledge that everyone else is doing the same thing--but different. / Ph. D.

Despite much attention given to school counselors and their roles, minimal research has been conducted with regard to parental expectations of school counselors and no research exists in how expectancy theory relates to parental motivation. The primary purpose of this mixed methods study was to explore parental expectations of the secondary school counselor's roles and to gain an understanding of how expectancy theory influences parental motivation. The following questions were researched: What are the attitudes and general beliefs that parents have regarding expectations of school counselors? What do parents expect their children to gain from working with secondary school counselors? How do parents' prior interactions with school counselors impact their expectations? Is there a relationship between parental expectations and what advice/encouragement parents give their children when consulting school counselors? The first phase consisted of a qualitative exploration of the expectations of secondary school counselors based on focus group interviews with fifteen parents. Qualitative results revealed that parents expect secondary school counselors to know and guide their child. In addition, parents expect their children to gain information and knowledge from their school counselor. Finally, it was determined that there was a relationship between what parents expect and the encouragement and advice parents gave their children about working with school counselors. Themes that emerged from the focus groups were used in the development of the Parental Expectation School Counselor Questionnaire (PESCQ) and to confirm the focus group findings. The PESCQ was administered to 450 parents of high school students in grades 9-12 at two SW Virginia high schools. The survey did not detect significant findings between demographic variables but did confirm qualitative findings of parental expectations and child gains. Clearly, parents who had expectations expected their children to gain knowledge and information from their school counselors and those parents were motivated to encourage their children to work with their school counselor. This study contributed to research on expectancy theory and analysis revealed that parents are motivated to work with counselors because they have shared values of wanting what is best for the child. This positive outcome equals a students' success. This research also provided implications for parents, school counselors, counselor educators, administrators, and school boards. Parents need to get to know their child's school counselor and become informed about their roles and functions. School counselors need to do their best to get to know their students and evaluate how they can motivate their parents to be more involved. Parents and school counselors share values of wanting the student to be successful. Since parents see the school counselor as a key to success and parents want to meet their child's needs this creates a motivation in working with the school counselor. / Ph. D.

Thesis (Ph, .D.)--University of Wisconsin--Madison, 1971. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Asian American students have done well in school; they have had higher academic achievements, higher academic scores, lower dropout rates and higher college entrance rates as compared to other minorities and generally other students in the United States (U.S.). A possible explanation to the higher academic performance and achievement of the Asian American students is that they are more likely to have experienced an environment that is conducive to learning at home; their parents were involved and held higher expectations. Immigrant minorities have been found to do well in schools in many parts of the world. Similarly, here in the U.S. there has been increasing evidence that students of Asian ancestry, both immigrants and U.S. born, complete more years of education than most of the other ethnicities. Current research and data on the academic performance of Asian immigrants includes most Asian countries. This study reviewed the current literature regarding the factors that influence the academic performance of "Asian Indian Americans" who attended high schools in the U. S. This correlational study examined the relationship between various factors, such as parental participation, parental expectations and involvement, discipline, cultural beliefs, personal identity and values, language spoken at home, and the academic performance of the Asian Indian Americans.

Intellectual giftedness can affect students in a variety of ways. Research often examines some of these potential effects, such as how giftedness impacts performance in school or attitude regarding academics. However, little research has been done on whether gifted students are more driven by internal pressures to succeed that they place on themselves or by external pressures to succeed that are placed on them by others. The present study examined how perfectionism (an internal pressure) and parental expectations (an external pressure) might affect a student’s self-esteem and achievement. Participants were 250 undergraduate students (M age = 20.35 years old, M GPA = 3.53) who completed an online survey. Different aspects of perfectionism had unique associations with self-esteem, whereas parental expectations were not associated with self-esteem. Perfectionism, parental expectations, and self-esteem were not associated with academic achievement. Taken together, it appears that internal pressure, specifically concern over mistakes, corresponds to lower self-esteem, whereas having high personal standards may be adaptive. Implications and future research are discussed.

In recent years, states in the United States have developed assessment testing to help ensure that schools meet academic standards. This study investigated an educational problem of low student academic achievement and low scores on a state test in a middle school in the southeastern United States. It specifically queried whether expectations for student achievement had a positive influence on students' academic success. The research questions were designed to investigate parents, teachers, and administrators' expectations for the academic achievement of students. The conceptual framework guiding this study used the ecological model of human development, which postulates that personal development is influenced by proximal processes. Key findings focused on expectations, academic performance, and ways to help students meet academic standards. This information was used to create a parent-teacher professional development seminar, which presented strategies to urge academic achievement and encourage student engagement with content. The seminar also provided parents and teachers with information about the impact that their expectations may have on students. Recommendations for improvement include careful review of current critical inquiry strategies that are used to increase student engagement and academic achievement. Implications for social change include using the professional development project and other appropriate opportunities with parents and educators to inform them about the importance of their role and the expectations they have for student academic achievement.

No description available.

High school coaching is recognized by many to be a very difficult occupation. Many of the pressures in coaching center around the interactions which occur between coaches and the parents of the athletes they coach. Very little is known about what parents expect from high school athletic programs. In order to determine what parental expectations are of high school sports, parents from three schools within the same school division who had children who participated in a team sport during the 1997-1998 school year were surveyed by mail. The survey attempted to determine parental positions on various issues which included the relationship between athletic participation and self-esteem, responsible decision making, educational aspirations, participation in games, parental support for their children, and expectations of coaches. A response rate of over 40 percent was observed. In addition responses were disaggregated to determine if differences existed between schools and gender. Responses to the survey indicate that parents are very supportive of athletic activities and believe that athletics have a positive influence on the lives of their children. Substantial differences between gender and schools were not observed. Results from this survey can provide coaches with an abundance of information that can be used in establishing athletic programs and maintaining positive relationships with parents of their athletes. / Ed. D.

The present study examined the existence of unrealistic expectations in abusive parents. It was hypothesized that abusive parents would have higher expectations of their children's social-emotional and self-help skills than nonabusive parents. It was also hypothesized that abusive parents would have higher expectations of their children's social-emotional skills than nonabusive parents when both groups compared their children to average children. Abusive and nonabusive parents were administered the Social Competence Scales of the Child Behavior Checklist and the Daily Living Skills domain of the Vineland Adaptive Behavior Scales. The results contradict previous studies in this area and raise questions about present conceptualizations of expectations in abusive parents and the importance of this factor in child abuse.

O estudo aborda os sentimentos e as expectativas dos pais com relação ao ingresso do primogênito na escola de ensino fundamental. Refere-se às questões transgeracionais que se fazem presentes na história escolar do filho, que antes pertenceram à história escolar dos pais. Constrói-se seguindo a abordagem qualitativa, de natureza exploratória centrada na abordagem sistêmica, que permite ultrapassar o modelo linear de causa e efeito em favor de um modelo circular. O eixo básico da investigação versa sobre sentimentos e expectativas de pais de primogênitos que ingressam na escola de educação fundamental. A história da relação com a criança, enfocando o apego, os cuidados e a separação entre pais e filhos, foram questões norteadoras na entrevista semi estruturada, que foi o instrumento utilizado para a coleta de informações. O método que possibilitou se chegar aos resultados foi o de estudo de caso coletivo, que num primeiro momento, privilegiou as questões singulares e posteriormente os aspectos comuns aos quatro casos. Os sujeitos que participaram diretamente do estudo foram quatro casais de pais de primogênitos que freqüentam pela primeira vez a primeira série na escola de ensino fundamental e, sendo sujeitos indiretos, as quatro crianças e suas respectivas professoras. Todas as crianças têm entre seis e sete anos da idade, freqüentavam a mesma escola de ensino particular na zona urbana. Todos os casais são pais biológicos e estão no primeiro casamento Os resultados encontrados evidenciam que se pode encontrar a presença das histórias das famílias de origem de ambos os pais na história escolar de cada caso estudado. Os pais conservam o registro de como seus pais os educaram - os valores, as crenças, os legados e a arte de educar naquela família - bem como carregam até seus filhos expectativas de seus pais em relação aos filhos não cumpridas por eles em suas infâncias. A mãe e o pai são espelhos extremamente importantes na vida do filho. No entanto, às vezes, são necessários alguns ajustes nesses espelhos, os quais passam a refletir mais a história dos pais, do que a dos filhos em sua individualidade. Com esse estudo, foi possível evidenciar que a própria evolução da criança na escola foi um fator que propiciou um ajuste das expectativas dos pais em relação ao desempenho escolar do filho . Quanto à escola, pôde ser confirmada a necessidade da articulação entre ela e a família para privilegiar junto com o cognitivo, também os aspectos emocionais dos alunos. Os profissionais da educação necessitam ter clareza de que, ao cumprir a função de transmissora de conhecimentos, lidam paralelamente com outros aspectos do desenvolvimento, como por exemplo, o emocional, que está diretamente relacionado ao aspecto cognitivo. / The study on parenta! feelings and explications conceming the first-bom child's entry in formal school. It refers to transgenerational questions in the child's school story, which before belong to the parents school story. It follows a qualitative approach, of an exploratory nature, which enables to overcome a causal linear model in favor of a circular model. The basic investigative axis is centered on parental feelings and expectations regarding their first-bom child who was starting formal education. The father's and mother's school history, as well as the history of the relationship with the child, focusing on attachment, care and separation between parents and child were the main questions of a semi-structured interview. The method used was collective case study wich explored first the particular and then the common aspects of ali cases. The subjects took part in the study were four couples of firstbom who were in first grade of formal education, and indirectly the four children and their teachers. Ali children were around six and seven years old were in the same private school in an urban area. Ali couples were biological parents and were and the first marriage. The results show that it is possible to find features of the parents family of origin history in the school history of each case studied. The parents keep a record o f how they were educated by their parents - the values, beliefs, legacies and art o f educating in that family - and bring to their children their own parents unfulfilled expectations regarding their children The mother and the father are very important mirrors in the child's life. However, sometimes it is necessary to make some readjustment I these mirrors as they star to reflect more the parents' expectations conceming the child's school performance. As far as school is concemed, it is important that school recognizes the importance of its articulation with the family so as to take into account the child 's school performance. As far as school is concemed, it is important that school recognizes the importance of its articulation with the family so as to take into account child 's emotional apart from the cognitives aspects. The education professionals need to be aware that, in transmitting knowledge, they deal with other developmental features, such as for example, the emotional, wich is directly associated with the cognitive.