Research Question: How does maternal involvement (measured through expectations and at-home involvement strategies) in a child’s schooling affect the student’s expectation that he or she will attend college?
A random sample of 6,504 adolescents were asked the following question, “On a scale of 1 to 5, where 1 is low and 5 is high, how likely is it that you will go to college?” Of 4366 students enrolled in 9th-12th grade at the time of survey, 55.66% chose category 5, indicating a high likelihood of attending college. Each decreasing likelihood indicator was chosen by a decreasing percent of respondents, with the exception of 2, which was chosen by 4.79%, and 1, which was chosen by 5.86%.
Students were also asked: “On a scale of 1 to 5, where 1 is low and 5 is high, how disappointed would [your resident mother] be if you did not graduate from college?” Forty-five percent of respondents chose 5, indicating the highest level of disappointment. As before, the percentage of respondents decreased with each decreasing likelihood indicator, with the exception of 2 (5.52%) and 1 (7.4%).
Next, students were asked about their resident mother’s engagement in various at home school involvement strategies. Around percent 60% of respondents said that their resident mother had not talked to them about schoolwork and grades in the past 4 weeks, while 33% of respondents said she had not. Only 10% of respondents said their resident mother had helped them on a school project, but 43.61% said that she had talked to them about other things they were doing in school during the past month. Conversely, 50.18% of respondents said she had not talked to them about this topic.