Postsecondary Expectations of 10th Graders

Discrepancies in Achievement: Aspirations vs. Expectations Among Students

HISTORICAL ORIGINS OF DIFFERENCES

There is a large body of research that focuses on the educational and occupational aspirations and expectations of minority students as well as between male vs. female students. Expectation is defined as a concrete or realistic plan students have and may differ from aspirations, which are generally more abstract and ideological (Trusty, 2002). As Hanson (1994) describes, a student may well have a high aspiration, as evidenced in the national statistics, such as to achieve a college degree; however many students might not actually expect to earn that degree during the course of their education (Trusty, 2002).

Why the discrepancy? In the past little effort has been made to differentiate between aspirations and expectations; and example given is a study conducted in 1991 by Marjoribanks, who used the term 'aspirations' to describe his study, but actually measured student expectations (Trusty, 2002). Thus part of the blame rests on the shoulders of researchers.

There is also evidence to suggest that sometimes students create aspirations that are unreasonable or unattainable (Trusty, 2002). This is an issue that must be dealt with by school administrators and teachers, who must work together to help students create aspirations that are attainable and reasonable. In addition, students must be taught in an environment that encourages and supports, and one that recognizes the unique challenges and hardships any individual student may face when attempting to realize their expectations. These ideas and more are explored below.

THE DISCREPACIES BETWEEN SUPPOSEDLY INCREASING EDUCATIONAL ASPIRATIONS AND PERSISTENT GAPS IN SCHOOL OUTCOMES

Persistent gaps have occurred in school outcomes between the aspirations and expectations of students, particularly among genders and among minority students (Trusty, 2002; Kao & Tienda, 1998). Several studies (Hanson, 1994; Trusty & Harris, 1999; Kao & Tienda, 1998) have examined educational expectations using the National Education Longitudinal Study, and find that educational expectations generally remain stable with aspirations in particular for African-American students. However this study was limited to those students with high expectations.

The results indicated that a gap exists between aspirations and expectations among students who set goals that were unrealistic in nature, and that had generally been described as having lower educational achievement levels early on (Trusty, 2002). Thus one may conclude that educators must work directly with students to determine individual skills and abilities, and help encourage students to set aspirations and goals that are in fact tangible and achievable in the long-term.

This will depend in part on a student's historical record of achievement and excellence in the classroom. Students should be encouraged to achieve the best that they can, given any reasonable limitations they may have with regard to environmental or individual factors.

In addition, socioeconomic status is a strong predictor of educational expectations; students with reduced educational expectations and unrealized expectations are more likely to have a lower socioeconomic status (Trusty, 2002; Kao & Tienda, 1998). In addition girls were generally found to be more positive than boys in attitudinal measurements, which may explain educational expectation outcomes (Trusty, 2002).

Some of the gender differences may be related to career choices. Socioeconomic conditions are more likely to influence women's choices with regard to college majors than men's choices (Trusty, 2002). Along these lines early reading performance and strong academic achievement was shown to be a predictor of choices for women whereas strong mathematical performance was an early predictor for men's accomplishments and choices (Trusty, 2002; Kao & Tienda, 1998).

There is a small body of research suggesting that parental influence may affect educational expectations and attainment between genders and for minorities, regardless of socioeconomic status (Fisher & Padmawidjaja, 1999; Trusty, 2002).

CHALLENGES THESE DIFFERENCES POSE TO EDUCATORS TODAY

Educators are tasked with the responsibility of ensuring that students achieve what they set out to, to the best of their ability. It is the challenge of educators to match aspirations with expectations, and ensure that all students are armed with equal opportunities to succeed both inside and outside of the classroom.

First and foremost, educators have to identify when a potential for a discrepancy exists. Studies suggest that among males and females, and among minorities or individuals from varying socioeconomic conditions there exists the potential for a discrepancy in achievement. As these trends are continually identified and explored in greater detail, educators can work to explore ways to overcome them.

WHAT SCHOOLS AND TEACHERS CAN DO TO IMPROVE EDUCATIONAL EQUITY ACROSS POPULATION GROUPS?

The most important influencers of educational equity across population groups according to research include parental encouragement, communication and support to students and high expectations for all students regardless of socio economic status (Trusty, 2002; Smith-Maddox, 1999). A combination of these factors rather than a few of these factors are necessary for inconsistencies in educational attainment to be eliminated.

Some students are more likely for example to be influenced by parental encouragement and community support than others. In cases where students are encouraged however, to set unreasonable expectations, they are set up to fail from the beginning. Therefore one might conclude that parents and community members should work together with educators to help students create reasonable and attainable goals throughout their high school career. These goals should not compromise one's individuality or potential for success, but should be established in a manner that allows room for alteration and growth.

Schools and teachers must also work together to define 'at risk' youths, or those individuals who are most likely to fall short of their academic expectations including students from low socioeconomic or minority backgrounds. It is vital that during the educational process these students are provided with adequate resources and support in order to ensure that they have the best potential for achieving their aspirations once they are developed.

Lastly, schools and educators must work to ensure gender equity in the classroom. There is evidence to suggest that there is some discrepancy between the achievement of males and females, particularly with regard to subject matter (Trusty, 2002; Smith-Maddox, 1999). It is the role of educators to maximize each individual's opportunities for success, regardless of their gender. Thus teachers must work on avoiding stereotypical judgment patterns or labels that might unintentionally influence one's educational expectations and achievements based on gender.

Students should always be encouraged to pursue excellence and maximize their opportunities for success based on their individual talents, skills and abilities as demonstrated in the classroom. Students must be taught to work with what they have, rather than attempt to acquire excellence in areas where they might not excel or find satisfaction later in life.