Testing for SES differences in the responsiveness of educational expectations in a twin design.

ABSTRACT: In this article I test whether students' educational expectations respond to prior academic performance and whether this responsiveness varies by socio-economic status (SES). The responsiveness of high-SES students' expectations may be lower as suggested by the compensatory advantage mechanism or higher because of alienation processes of low-SES students. However, the association between achievement and expectations may be in part spurious because of unobserved social and genetic confounders. This issue is largely ignored by previous research. Therefore, in this paper I estimate behavioral genetic twin models that take into account the possible confounding of the responsiveness of expectations to performance by unobserved genetic and social influences. While students' expectations respond

SUBMITTER: Ruks M 

PROVIDER: S-EPMC10449174 | biostudies-literature | 2023

REPOSITORIES: biostudies-literature