African Americans' Educational Expectations: Longitudinal Causal Models for Women and Men.

By Jerry Trusty. 2002

122 citations recorded by the source corpus.

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Citations in the corpus

School related stress in early adolescence and academic performance three years later: the conditional influence of self expectations (2005, background): “Thus, the adverse effects of high expectations in stressful school situations may be reduced or reversed, for example, by the encouragement of a high level of personal control in academic achievement (Ross & Broh, 2000), the learning of strategies by which students may attain higher levels of perfor”
Rural African American Adolescents' Future Orientation: The Importance of Self-Efficacy, Control and Responsibility, and Identity Development (2004, background): “In addition, SES has been found to influence African American adolescents’ future educational expectations, where higher SES was related to positive educational expectations (Trusty, 2002).”
Career Aspirations of Women in the 20th Century (2007, background): “Trusty (2002) indicated that a low socioeconomic status resulted in reduced and unrealized expectations.”
Parental Expectations and Children's Academic Performance in Sociocultural Context (2010, background): “…involvement in children's education generally refers to the extent and quality of help with homework, communication with the teacher, participation in school activities, and facilitation of cognitively stimulating activities (Hoover-Dempsey and Sandler 1997; Sy and Schulenberg 2005; Trusty 2002).”
Parent Involvement and Mathematics Achievement: Contrast Across Racial and Ethnic Groups (2005, background): “Numerous studies have documented the powerful relationship between parents’ educational expectations and student achievement (Goyette & Xie, 1999; Hanson, 1994; Hao & Bonstead-Bruns, 1998; Singh et al., 1995; Trusty, 1996, 1998, 2002; Trusty & Harris, 1999; Trusty, Plata, & Salazar, 2003).”
The Role of Family Support in Facilitating Academic Success of Low-Income Students (2018, background): “1994; Trusty 2002), goal and institutional commitment (Roksa et al.”
Gender Differences in the Educational Expectations of Urban, Low-Income African American Youth: The Role of Parents and the School (2007, methodology): “However, it is important to recognize that the relationship between attainment and expectations is bidirectional, and that prior achievement is likely to be associated with current expectations (e.g., Trusty, 2002 ).”