Abstract

The primary purpose of this study was to examine if parental involvement had a significant influence on the educational aspirations of first-generation students as compared to the educational aspirations of non-first-generation students. Additionally, the study investigated if the educational aspirations of first-generation students differed from their actual educational attainments. Lastly, the study explored the differences in educational attainment for first-generation students by gender, race/ethnicity, and socioeconomic status. Longitudinal data from a nationally representative sample of 1,879 students generated by the National Educational Longitudinal Study 1988-2000 was used as the basis for analysis.

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