Educational Expectations and College Attendance among Ethnic Minorities
Littisha Scott, Arizona State University
Mary H. Benin, Arizona State University
Blacks have been said to have unrealistic educational expectations or what is often referred to as an “attitude-achievement paradox.” We examine the effects of educational expectation on the educational attainment of minorities. We hypothesize that high expectations will enable minority students to overcome barriers, such as low high school grade point averages and low socioeconomic status. We find that Blacks and Hispanics with low high school grade point averages and high educational expectations are more likely than Whites and Asian to attend college, controlling for family structure, parental education, parental socioeconomic status, and sex. Social policy implications are discussed.