Exploring the Educational Aspirations of Vietnamese high school seniors: A Mixed-Methods Approach

• In Event: Centering Youths' Perspectives and Experiences in Policy and Social Justice

Proposal

Abstract

This mixed-methods study examines the educational aspirations of high school seniors in Hanoi, Vietnam. Utilizing survey data from 4,182 students and interviews with 40 students, 25 teachers, and 11 school leaders, the research identifies significant macro and micro factors influencing students' aspirations. The study applies the expectancy-value theory (EVT) to understand the psychological processes that shape educational choices and aspirations. Preliminary findings suggest parental education, urban-rural divide, and gender biases impact students' aspirations.

Introduction

Throughout the 20th century, environmental studies have examined distal (macro) and proximal (micro) variables with an increasing focus on the immediate environment to identify specific experiences that directly affect the aspirations of children and adolescents (e.g., Eccles et al.,1983; Hossler et al., 1999). Distant environmental variables (macro-environment) include basic factors such as maternal employment status, socioeconomic status (SES), and racial-ethnic background. In contrast, proximal variables (micro-environment) analyze specific environmental processes like expectancy, social-emotional, cognitive, family, teacher, peer, and physical environment directly affecting young individuals' aspirations (Gottfried, 2009).

In pursuit of educational equity, exploring which factors play the most important roles in shaping students' educational aspirations—their hopes and dreams regarding future educational plans (Khattab, 2015). Thus, employing mixed methodologies with an extensive dataset, this study examines the educational aspirations of high school seniors in Hanoi, Vietnam. Guided by the expectancy-value theory (Eccles et al.,1983), the study seeks to identify significant macro and micro factors influencing students' aspirations and how these factors reflect the current realities of social justice and educational equity in Vietnam.

Literature Review

Educational aspiration literature has revolved around status attainment and social support arguments. Status attainment scholarship argues that SES, especially parents’ background, is the strongest predictor of students' educational aspirations (Hossler et al., 1999; Kao & Tienda, 1998). Higher SES fosters stronger college-going norms, preparation, and means (Klasik, 2011; McDonough, 1997). Meanwhile, social support literature focuses on the impact of parents, teachers, peers, siblings, etc. on 'students' aspirations through expectations, information, and schooling experiences (Berzin, 2010; Buchmann & Dalton, 2002). This aspect explains high aspirations among some disadvantaged groups (Salikutluk, 2016). In addition, studies on educational aspirations across sociocultural contexts also include other factors, such as academic achievement (e.g., GPA), residential location (e.g., rural/urban), community ties, and proximity in the examination of 'students' educational aspirations (Berzin, 2010; Byun et al., 2015; Trusty, 2002; Zhang et al., 2007).

The topic of educational aspirations in Vietnam is deeply understudied. Due to the cultural emphasis on education for upward mobility, Vietnamese students have high college aspirations (Choi & Nieminen, 2013; L.H. Pham & Fry, 2002). Few studies have directly compared aspirations across Vietnam's regions or social classes. Given the unique context, more research is needed to understand how community ties, gender norms, and other sociocultural factors affect college goals (Cameron, 2012; Dao & Thorpe, 2015).

Theoretical Framework

In educational psychology, nearly 40 years ago, Jacquelynne Eccles and her colleagues built and published their expectancy-value theory (EVT) of achievement motivation to understand individuals' educational choices and experiences (Eccles, 1983). The EVT outlines the psychological processes that predict achievement-related choices and behaviors (Eccles, 2009; Eccles & Wigfield, 2020).

Empirical research has also shown that researchers have used EVT to investigate what factors influence students' educational aspirations and choices (Toh & Watt, 2022; Wang, 2012; Watt et al., 2012; Wille et al., 2020). On that basis, EVT will be applied in this study to identify factors that may affect the educational aspirations of Vietnamese high school students.

Methodology

This study was part of a larger mixed-methods research conducted in 12 high schools in the greater Hanoi area between the end of 2016 and early 2017 (Author, 2020a, Author, 2020b). Data include a survey of 4,182 senior-year students (91.9% response rate), interviews with 40 students, 25 teachers, and 11 school leaders.

The student's educational aspiration was captured by the survey question: "How far in school would you like to go ?" with multiple choice answers, categorically ranging from 1=less than high school graduation to 7=Completed a Ph.D., M.D., J.D., or other advanced professional degrees. To examine factors shaping 'students' aspirations, three sets of explanatory variables were included in the analysis: (1) socioeconomic status (SES)—including family income, parental education, and parental occupation; (2) parental expectations of their ' 'child's education; and (3) frequency of discussion between students and their parents, peers, and teachers about educational planning.
At the time of writing, the data analytical process is still ongoing. Survey data have been analyzed using multiple statistical tests, including descriptive statistics, multilevel regression, and multigroup structural equation models to examine differences in educational aspirations across socioeconomic, cultural, and residential backgrounds. Interview data have been analyzed using thematic analytical techniques. Quantitative and qualitative data will be integrated into the next phase of the analytical process.

Preliminary Findings

The preliminary findings of an ongoing study indicate several factors that shape students' aspirations. Students with parents holding a college degree or higher are more likely to aspire to pursue post-secondary education. Urban students tend to have higher aspirations than non-urban students, possibly due to improved access to educational resources, better infrastructure, and a wider array of career opportunities available in urban areas. Gender biases against female-identified students were observed in rural schools. This finding suggests that girls in rural areas may encounter societal and cultural obstacles limiting their educational aspirations.

The study will merge survey (quantitative) data with interview (qualitative) data to gain a comprehensive and multidimensional perspective on the factors shaping Vietnamese students' educational aspirations. Integrating these data sets will yield more robust and targeted strategies to support and enhance educational aspirations among Vietnamese students.

Conclusion

Our research provides culturally-situated insights into how SES, social supports, academic factors, and residential locations shape Vietnamese students' educational aspirations. The study relates to the CIES 2024 conference theme "The Power of Protest" by exploring disparities faced by disadvantaged groups and their fight for equal educational rights and opportunities. Our work aims to offer cross-cultural understandings of aspirations that align with the conference's focus on equity and justice in global education.

Authors

• Chi Nguyen, University of Arizona

• Chau Cao, Waseda University Gsaps

• Khuyen Le