Aspiration Differences in Female High School Students Based on Parents' Education Level

Abstract

This study uses data from 61 in-depth interviews with high school junior and senior girls to examine differences in educational aspirations by parental education level. By examining how young adults’ aspirations are shaped by the norms and values held by others in their social network, including their families and friends, the current study identifies and illustrates some of the obstacles disadvantaged young female students may face, and how they view their opportunities in higher education. Data for this study was collected in two schools in Southwest Ohio in the fall of 2008. Both schools possessed a similar make up in urbanicity and racial composition, and were economically disparate. With parental education level being the distinguishing factor, students were placed into one of two categories; potential first-generation students and potential continuousgeneration students. Analysis reveals differences in their primary focus after high school graduation, how they view the idea of college, and their overall understanding of the college structure. In addition, this study illustrates some of the means by which these influences take place, such as the home environment, parental involvement, social and cultural capital, and available resources.