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The Influences of Family and Place on Rural Adolescents’ Educational Aspirations and Post-secondary Enrollment

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Abstract

Despite the large contingent of students living in rural areas, existing research on the processes that precede the college enrollment of rural adolescents is limited. With a particular focus on gender, this study investigated rural adolescents’ perceptions of family and place and how these perceptions related to their educational aspirations and subsequent college enrollment using a nationwide sample of rural adolescents (N = 3456; 52.5% female). Female adolescents reported higher academic achievement, educational aspirations, parental expectations, and family responsibility and enrolled in two-year and four-year institutions at greater rates compared to male adolescents, who reported significantly higher rural identity and perceptions of job opportunities in the rural community. Utilizing a multiple group moderated mediation approach, the results provided evidence that adolescents’ increased perceptions of their parents’ educational expectations were associated with increased educational aspirations and college enrollment and that adolescents’ increased perceptions of job opportunities in their rural community were associated with decreased educational aspirations. In addition, the results showed that gender moderated the relation between perceptions of job opportunities in the rural community and postsecondary enrollment. These findings highlight how the developmental resources of family and place relate to adolescents’ educational aspirations and subsequent postsecondary enrollment.

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Notes

  1. It is important to recognize measurement error in the NSC data. That is, the NSC data tend to underestimate the college enrollment rates related to for-profit-colleges and minorities (Dynarski et al. 2015). As a result, we do not know to what extent rural students enroll in for-profit-colleges, and it is likely that in the current study, we underestimate the college enrollment rate for minority students. We acknowledge the limitation of identifying students enrolled in college through NSC data.

  2. Supplementary analyses comparing the NSC matched and unmatched students revealed that the proportion of White and female students and the average level of parental education were higher among identified students compared to the original national sample of high school students that we sent to the NSC. Therefore, we acknowledge that the results of the current study reflect a sample that was gathered through NSC procedures and includes study participants who were enrolled in postsecondary institutions between 2009 and 2013 and who slightly differed in terms of demographic and socioeconomic characteristics compared to those in the unmatched sample.

  3. The NSC provides data on students enrolled in various forms of postsecondary education. While the NSC was able to match 4,702 students with their postsecondary records, these postsecondary records were from various types of postsecondary institutions such as community college, for-profit colleges, and four-year universities.

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Acknowledgements

The authors acknowledge the contributions of collaborators Thomas W. Farmer, Bryan Hutchins, and Matthew Irvin for their assistance with the original study. We also thank Michael Frisby for his methodological advice.

Author contributions

C.A. conceived of the study, participated in its design and coordination, conducted statistical analyses, and drafted the manuscript; J.M. also conceived of the study, led the original and follow-up data collections, participated in the design of the study and assisted with drafting the manuscript; S.B. was involved in study design, drafting and revising the manuscript, and interpretation of the data. All authors read and approved the final manuscript.

Funding

This research was supported by funding from the Spencer Foundation (Reference Number 201300107) and the Institute of Education Sciences, U.S. Department of Education (Grant Number #R305A04056). Soo-yong Byun acknowledges assistance provided by the Population Research Institute at Penn State University, which is supported by an infrastructure grant by the Eunice Kennedy Shriver National Institute of Child Health and Human Development (P2CHD041025) as well as support by the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea (NRF-2017S1A3A2066878). This work was also supported by a Dissertation Completion Fellowship at the University of North Carolina at Chapel Hill awarded to Charlotte Agger. The views expressed in this article are those of the authors and do not necessarily reflect those of the granting agencies.

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  1. University of North Carolina at Chapel Hill, School of Education, CB#3500, Chapel Hill, NC, 27599, USA

    Charlotte Agger & Judith Meece

  2. The Pennsylvania State University, 302F Rackley Building, University Park, PA, 16802, USA

    Soo-yong Byun

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  1. Charlotte Agger
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Correspondence to Charlotte Agger.

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Prior to the onset of the study, Institutional Review Board approval was obtained (The University of North Carolina at Chapel Hill, Study #15-2271). All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

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Agger, C., Meece, J. & Byun, Sy. The Influences of Family and Place on Rural Adolescents’ Educational Aspirations and Post-secondary Enrollment. J Youth Adolescence 47, 2554–2568 (2018). https://doi.org/10.1007/s10964-018-0893-7

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