Parental Influence on Students' Educational Choices in the United States and Germany: Different Ramifications—Same Effect?
By Kai U. Schnabel, C. Alfeld, Jacquelynne S. Eccles, Olaf Köller, J. Baumert. 2002
174 citations recorded by the source corpus.
Subfields: Education, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/2975fda50298587ab2ff4089c3f8a53cd663573b
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Ulrich Trautwein
- O. Lüdtke
- H. Watt
- J. Baumert
- Olaf Köller
- Jacquelynne S. Eccles
- Gabriel Nagy
- M. Kunter
In Sociology and Political Science
- Ulrich Trautwein
- O. Lüdtke
- Jacquelynne S. Eccles
- H. Watt
- Olaf Köller
- Gabriel Nagy
- Herbert W. Marsh
- J. Baumert
Citations in the corpus
- The Development of Students' Mathematics Self-Concept in Relation to Gender: Different Countries, Different Trajectories?. (2010, background): “Streaming in the three-tiered German school systems is quite strict; students assigned to one of the three school types tend not to change tracks before graduation (Schnabel et al., 2002).”
- Gender and course selection in upper secondary education: Effects of academic self-concept and intrinsic value (2006, background): “In fact, educational systems with their specific affordances and constraints are of particular interest when it comes to explaining differential decision-making processes (Schnabel, Alfeld, Eccles, Koller, & Baumert, 2002 ).”
- Assessing Media Influences on Middle School–Aged Children's Perceptions of Women in Science Using the Draw-A-Scientist Test (DAST) (2007, background): “…are likely to be influenced by a number of social and cultural factors, including those found at home and conveyed by parents (Barton et al. 2001; Schnabel et al. 2002; Scott and Mallinckrodt 2005; Tenenbaum and Leaper 2003), those found in schools and conveyed by teachers and peers (Lee 2002;…”
- An International Comparison of Achievement Inequality in Within- and Between-School Tracking Systems (2014, background): “Both types of tracking have the same purpose of differentiating curricula by students’ achievement levels, and both types often have the consequence of segregating students by socioeconomic status (SES) and ethnicity, which can exacerbate achievement disparities between these groups (Gamoran and Mar”