caa a22 4500 606239340 CHVBK 20210128101302.0 cr unu---uuuuu 210128e20150901xx s 000 0 eng 10.1007/s11218-015-9302-1 doi (NATIONALLICENCE)springer-10.1007/s11218-015-9302-1 Changes in educational expectations between 10th and 12th grades across cohorts [Elektronische Daten] [Sueuk Park, Ryan Wells, David Bills] The mean levels of educational expectations of American high school students have increased over the past generation; individual educational expectations change as students mature. Using the National Education Longitudinal Study and the Education Longitudinal Study, we examined simultaneously the changes in individuals' expectations from 10th to 12th grade, and how these students' revisions of their expectations changed across cohorts. The results indicated that today a bachelor's degree is the normative expectation. Further, the class of 2004 decreased their expectations more often than they increased them, in opposition to the trend in the class of 1992. Finally, inequality between social classes in forming higher educational expectation has been maintained across generations, and growth in academic skills tested and encouragement from family, school, and peer groups is associated closely with changes in expectations. Springer Science+Business Media Dordrecht, 2015 Educational expectations nationallicence Change across cohorts nationallicence Change within cohorts nationallicence Social class nationallicence Time-varying factors nationallicence Park Sueuk Department of Education, Chinju National University of Education, 369-3, Jinnyangho-ro, Jinju, Gyeongnam, South Korea aut Wells Ryan Department of Educational Policy, Research, and Administration, University of Massachusetts, Amherst, Room 256, Hills Hall South, 01003, Amherst, MA, USA aut Bills David Department of Educational Policy and Leadership Studies, University of Iowa, N446 Lindquist Center, 52242, Iowa City, IA, USA aut Social Psychology of Education Springer Netherlands 18/3(2015-09-01), 561-583 1381-2890 18:3<561 2015 18 11218 https://doi.org/10.1007/s11218-015-9302-1 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s11218-015-9302-1 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Park Sueuk Department of Education, Chinju National University of Education, 369-3, Jinnyangho-ro, Jinju, Gyeongnam, South Korea aut NATIONALLICENCE 700 1- Wells Ryan Department of Educational Policy, Research, and Administration, University of Massachusetts, Amherst, Room 256, Hills Hall South, 01003, Amherst, MA, USA aut NATIONALLICENCE 700 1- Bills David Department of Educational Policy and Leadership Studies, University of Iowa, N446 Lindquist Center, 52242, Iowa City, IA, USA aut NATIONALLICENCE 773 0- Social Psychology of Education Springer Netherlands 18/3(2015-09-01), 561-583 1381-2890 18:3<561 2015 18 11218