Educational Expectations and Residential Aspirations of Diverse Rural Youth: A Self-Determination Theory Perspective

• In Event: Marriott Roundtable Session 9
  In Roundtable Session: Experience, Knowledge, and Resources: Factors Shaping College Aspirations of Rural Youth (Table 8)

Abstract

Using multinomial logistic regression, this study investigates how race/ethnicity moderates the association between ability beliefs, peer and teacher classroom belonging to youths’ educational expectations, and rural residential aspirations. Participants were 6611 students. Results revealed that higher ability beliefs were linked to expectations of completing more education for all students regardless of race/ethnicity. When White students and students of other races/ethnicity experienced more peer support, they expected to obtain more education. Compared to nonrural residential aspirations, Black youth who had higher teacher belonging were more likely to have rural residential aspirations. Additionally, Black, White, and students of other races/ethnicity were more likely to have undecided residential aspirations. The discussion includes additional findings implications and future research directions.

Authors

• Greysi Irdam, University of South Carolina
  Non-Presenting Author

• Angela D. Starrett, University of South Carolina
  Non-Presenting Author

• Matthew J. Irvin, University of South Carolina
  Presenting Author

• Christine R. Lotter, University of South Carolina
  Non-Presenting Author

• Jan A. Yow, University of South Carolina
  Non-Presenting Author