Racial/ethnic group and socioeconomic status variation in educational and occupational expectations from adolescence to adulthood

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The State of SCCT Research in Relation to Social Class (2017, background): “, 2011; DeFreitas, 2011), educational and occupational goals (Ali & McWhirter, 2006; Ali & Saunders, 2009; McWhirter, Torres, Salgado, & Valdez, 2007; Mello, 2009), and persistence in teaching career aspirations (Mau & Mau, 2006).”
From future self to current action: An identity-based motivation perspective (2018, background): “Indeed, regardless of socioeconomic circumstances, most children aspire to college, implying that they see school as the path to their adult possible selves (e.g., Mello, 2009; reviews Oyserman, 2013; Oyserman & Lewis, 2017).”
Not Just Any Path: Implications of Identity-Based Motivation for Disparities in School Outcomes. (2013, background): “%) eighth graders expect that they will attend college, regardless of their current academic success or whether they are taking college-preparatory coursework (Mello, 2009; Trusty, 2000).”
Social Cognitive Career Theory in a Diverse World (2017, methodology): “Mello (2009) found that the developmental trajectory of educational and occupational expectations was quite stable from age 14–26 across all levels of social class.”