ERIC ED580178: High School Students' Views on Who Influences Their Thinking about Education and Careers. Stats in Brief. NCES 2018-088

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by  ERIC

As they think about their
STATS IN BRIEF
future, high school students can face
a wide range of education and career
choices. How do they choose? Who helps
U.S. DEPARTMENT OF EDUCATION JANUARY 2018 NCES 2018-088
young people make their educational
and career choices? In particular, to what
extent do schools help students with
these decisions? Given the importance
High School of education and career decisions for life
success, these are not idle questions.
A significant amount of research has been
Students’ Views
done on this topic, most of which has
been conducted within the framework
of “social cognitive career theory”
on Who Influences (SCCT). SCCT focuses on individuals’
internal, cognitive processes (e.g.,
achievement, expectations) and how
those cognitions interact with external,
Their Thinking about
contextual factors (e.g., social supports
and barriers) to influence career decisions
and development (Lent, Brown, and
Education and Careers
Hackett 1994, 2000). This research has
focused largely on cognitive factors,
confirming the important role of students
achievement and abilities in making
education and career decisions (Adragna
2009; Schnabel et al. 2002; Tracey and
AUTHOR PROJECT OFFICER
Ceylan Oymak Lisa Hudson Hopkins 2001), as well as the role of
NuCoreVision, Inc. National Center for Education Statistics related feelings of self-efficacy
(Ali and Saunders 2009; Balsamo,
Lauriola, and Saggino 2013; Creed,
Patton, and Prideaux 2006; Gushue 2006;
Lease 2006; Mihyeon 2011; Rogers and
Creed 2011). Some SCCT research has
focused on external barriers to career
development, noting in particular the role
of socioeconomic and cultural barriers
Statistics in Brief This Statistics in Brief was prepared for the National
publications present descriptive data in Center for Education Statistics under Contract No.
tabular formats to provide useful information to a broad audience, ED-IES-12-D-002/006 with the American Institutes
for Research. Mention of trade names, commercial
including members of the general public. They address simple and
products, or organizations does not imply
topical issues and questions. They do not investigate more complex endorsement by the U.S. Government.
hypotheses, account for inter-relationships among variables, or
support causal inferences. We encourage readers who are interested
in more complex questions and in-depth analysis to explore other
NCES resources, including publications, online data tools, and public-
and restricted-use datasets. See nces.ed.gov and references noted in
the body of this document for more information.
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each domain and for a comparison of your parents, another family member
in lowering students’ expectations or
influences across the two domains. (aggregated into family members for
deferring their decisions (Fouad and
The data also enable an examination this Brief); yourself, no one in particular
Byars-Winston 2005; Grodsky and
of whether students’ reports on who (aggregated into myself)2; a teacher;
Riegle-Crumb 2010; Gushue, Clarke,
has the most influence in each domain your friends; your employer, a military
and Pantzer 2006).
vary by students’ socioeconomic recruiter, a coach or scout (aggregated
Another area of SCCT research focuses status1 (SES). into a single category); or don’t know.
on the factors that support students’ The question about careers included
It should be noted, however, that
career decisionmaking. Research on this an option for a high school counselor,
this Brief provides a relatively simple
topic has looked at the role of parents, and the question about postsecondary
descriptive analysis, excluding other
families, teachers, counselors, mentors, education included options for a high
potential factors that research has
or role models in general as supportive school counselor and a counselor hired by
shown influence students’ decisions
influences; this research has typically your family to help prepare you for college
in combination with or in addition to
found that each of these groups has admission (aggregated into counselor).
the factors examined here, such as
a positive influence on students’
students’ post-high school intentions To examine whether students’ reports
education and career decisionmaking
and race/ethnicity (e.g., Fouad and on who has the most influence on their
(Bennett 2007; Borghans, Golsteyn,
Byars-Winston 2005; Lent, Brown, and thinking vary by SES, students were
and Stenberg 2015; Constantine 2005;
Hackett 1994). As with any correlational classified into three groups based on
Gushue and Whitson 2006; Hargrove,
study, the reader should not infer their family’s SES ranking: the highest
Inman, and Crane 2005; Loera et al.
causation from simple relationships. 20 percent of SES scores (high SES),
2013; Mihyeon 2010). These studies
the middle 60 percent of SES scores
do not, however, reveal the relative
Data, Measures, and Methods
(middle SES), and the lowest 20 percent
influence these different groups have
on students. What role, for example, do HSLS:09 is a nationally representative, of SES scores (low SES).
school staff play compared to parents longitudinal study of more than 23,000
Comparisons made in this Brief were
or other family members? One study students who were first surveyed in fall
tested for statistical significance at
does provide a hint: Research by Otto 2009 when they were in the ninth grade
the p < .05 level to ensure that the
(2000) found that most high school and again in spring 2012, when most
differences were larger than might be
juniors relied on their mothers for were in the eleventh grade. This Brief
expected due to sampling variation.
career planning advice. excludes private school students and
With few exceptions, the report
looks at the 20,700 public high school
Many aspects of the SCCT framework discusses only those differences that
students who responded to the 2012
have been well explored in the met the .05 significance level. Where
survey. The Brief examines students’
literature (e.g., Creed, Patton, and nonsignificant findings are mentioned,
answers to the following questions in
Prideaux 2006; Gushue 2006; Lent, they are referred to as findings
the HSLS:09 first follow-up survey:
Brown, and Hackett 1994, 2000; Rogers with no measurable differences. No
and Creed 2011). This Brief uses data Who has had the most influence on adjustments were made for multiple
from the High School Longitudinal your thinking about education after comparisons. More information on
Study of 2009 (HSLS:09) to explore the high school, if anyone? HSLS:09 and on the variables, sample,
less well-developed area of relative and analysis used here is available in
influences in students’ decisionmaking Who has had the most influence the Technical Notes section at the end
by quantitatively examining multiple on your thinking about careers, if of the Brief.
anyone?
sources of influence on students’
thinking about two major life
For both questions, students selected 2 The rationale for combining “no one in particular”
decisions: their future education and
with “yourself” is that if no one influenced a student’s
one of the following response options:
their career choices. As discussed decisionmaking, then by default the student was his or
her own main influence. For percentages of students
below, the HSLS:09 data allow for an who selected each of these response alternatives, see
examination of who students believe 1 SES is a composite measure based on parents’ education, https://nces.ed.gov/surveys/ctes/tables/h167.asp and
parents’ occupation, and family income. https://nces.ed.gov/surveys/ctes/tables/h168.asp.
most influences their thinking in
2
STUDY QUESTIONS KEY FINDINGS
z Family members were most often z Students at each SES level most
reported as the main influence often reported family members
1
Who has the most for students’ thinking about and myself as their main influence
influence on students’ education after high school, for thinking about both further
thinking about followed by myself; school staff education and careers. However,
education after high (teacher or counselor) were less high-SES students reported more
school? frequently reported as the main often than low-SES students
influence (figure 1). that they were their own main
influence, while low-SES students
z Family members and myself were
reported more often than
most often reported as the main
high-SES students that teachers
influence for students’ thinking
or counselors were their main
about careers, with school staff
influence. High-SES students also
2
less frequently reported as the
Who has the most reported more often than low-SES
main influence (figure 2).
influence on students’ students that family members were
thinking about their main influence for thinking
z Family members more often
possible careers? about college (figures 4 and 5).
were reported as students’ main
influence for thinking about
postsecondary education than
for their thinking about careers,
while students reported relying on
themselves more when thinking
about careers than when thinking
3 about postsecondary education
Do students report
(figure 3).
the same main source
of information for
education after
high school and for
careers?
4
Do students
from different
socioeconomic
backgrounds report
the same main sources
of information for
their education and
career choices?
3
1
Who has the most influence on students’ thinking
about education after high school?
According to 2009 public school ninth- influenced their thinking on this issue that the most influence on their
graders in 2012, family members was (figure 1). The next most commonly thinking about education after high
the group that most often had the reported most influential source was school came from any one of these
most influence on their thinking about myself (34 percent), while nonfamily sources: teacher; counselor; friends; or
education after high school. Almost members—including school staff— employer, military recruiter, coach, or
half of the students (49 percent) were reported less frequently. No more scout.
reported that family members most than 5 percent of students indicated
WHO INFLUENCES STUDENTS’ EDUCATION DECISIONS
FIGURE 1.
Percentage distribution of fall 2009 public school ninth-graders as of spring 2012, by student reports on who most
influenced their thinking about education after high school: 2012
Percent
100
80
60
49
40
34
20
5 4 3 3 3
0
Family members Myself Teacher Friends Counselor Employer, military Don't know
recruiter, coach, or
scout
Who most influenced students’ thinking
NOTE: Family members includes response categories for your parents and another family member; Myself includes yourself and no one in particular; Counselor includes high school counselor
and counselor hired by your family to help you prepare for college admission. Standard errors for estimates can be found at http://nces.ed.gov/surveys/ctes/tables/H167.asp. Detail may not
sum to totals because of rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Longitudinal Study of 2009 (HSLS:09), First Follow-Up
Restricted-Use Data File.
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2
Who has the most influence on students’ thinking
about possible careers?
In terms of who most influenced students who chose these options few students (6 percent) indicated that
students’ career decisions, family (41 and 42 percent, respectively; a teacher had the most influence on
members and myself were again the figure 2). School staff were again their thinking about careers, and only
most commonly reported sources, reported less frequently; as with 3 percent indicated that a counselor
although there was no measurable education after high school, relatively had the most influence.
difference in the percentage of
WHO INFLUENCES STUDENTS’ CAREER DECISIONS
FIGURE 2.
Percentage distribution of fall 2009 public school ninth-graders as of spring 2012, by student reports on who most
influenced their thinking about careers: 2012
Percent
100
80
60
41 42
40
20
6
3 3 3 2
0
Family members Myself Teacher Friends Counselor Employer, military Don't know
recruiter, coach, or
scout
Who most influenced students’ thinking
NOTE: Family members includes response categories for your parents and another family member; Myself includes yourself and no one in particular. For who influenced students’ thinking
about careers, the only response option for Counselor was high school counselor. Standard errors for estimates can be found at http://nces.ed.gov/surveys/ctes/tables/H168.asp. Detail may
not sum to totals because of rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Longitudinal Study of 2009 (HSLS:09), First Follow-Up
Restricted-Use Data File.
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3
Do students report the same main source of information
for education after high school and for careers?
As noted above, family members and FAMILY VERSUS SELF AS INFORMATION
myself were most often reported to
SOURCES
be students’ main influence when
thinking about both education FIGURE 3.
after high school and careers.
Percentage of fall 2009 public school ninth-graders as of spring 2012
However, family members were more
who reported family members or myself as their most influential source of
often reported as students’ main information for education after high school and for careers: 2012
information source for their thinking
Percent
about education than about careers
100
(figure 3). Overall, 49 percent of
students reported that family members
were their most influential source 80
when thinking about education,
while 41 percent reported that family
members were their most influential 60
source when thinking about careers. In 49
contrast, students relied on themselves 41 42
40
more often in their thinking about 34
careers than about education; 42
percent of students reported that they
20
were their own main influence when
thinking about careers, compared to
34 percent who reported that they 0
Family members Myself
were their own main influence when
Who most influenced students’ thinking
thinking about education.
Education after high school Careers
NOTE: Family members includes response categories for your parents and another family member; Myself
includes yourself and no one in particular. Standard errors for estimates can be found at http://nces.ed.gov/
surveys/ctes/tables/H167.asp and http://nces.ed.gov/surveys/ctes/tables/H168.asp.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education
Statistics, High School Longitudinal Study of 2009 (HSLS:09), First Follow-Up Restricted-Use Data File.
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4
Do students from different socioeconomic
backgrounds report the same main sources of
information for their education and career choices?
Students from different SES placed on each source of information; school, high- and middle-SES students
backgrounds show the same overall generally, higher SES students more reported more often than low-SES
pattern of decisionmaking as students often than lower SES students reported students that they were their own most
in general. As for all students, students family members or myself as their main influential source of information, and
from high-, middle-, and low-SES influence, while lower SES students high-SES students reported more often
backgrounds most often reported more often than higher SES students than middle- and low-SES students
family members and/or myself as their reported a teacher or a counselor as that family members were their most
main influence for thinking about both their main influence. influential source (figure 4).
education and careers. But there were
Sources of information for Lower SES students reported that their
differences in the relative emphasis
education after high school. When main influence for thinking about
students from different SES groups
considering education after high education was school staff (teacher
INFLUENCES ON EDUCATION DECISIONS, BY SES BACKGROUND
FIGURE 4.
Percentage distribution of fall 2009 public school ninth-graders as of spring 2012, according to student reports of
who most influenced their thinking about education after high school, by socioeconomic status (SES): 2012
Percent
100
80
60
52
47 48
40
35 36
29
20
7
4 3 4 4 3 5 3 1 3 3 2 4 2 2
0
Family members Myself Teacher Friends Counselor Employer, military Don't know
recruiter, coach, or
scout
Who most influenced students' thinking
Low SES Middle SES High SES
NOTE: Family members includes response categories for your parents and another family member; Myself includes yourself and no one in particular; Counselor includes high school counselor
and counselor hired by your family to help you prepare for college admission. Standard errors for estimates can be found at http://nces.ed.gov/surveys/ctes/tables/H167.asp. Detail may not
sum to totals because of rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Longitudinal Study of 2009 (HSLS:09), First Follow-up
Restricted-Use Data File.
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or counselor) more often than did own main source of information more often reported school staff (teacher
higher SES students. However, even often than did lower SES students. As or counselor) as their most influential
among low-SES students, teacher and figure 5 shows, 49 percent of high-SES source of information for thinking
counselor were each reported as the students reported that they were their about careers (figure 5). But again,
main source of influence by fewer than own most influential source, compared even among low-SES students, teacher
10 percent of students. to 42 percent of middle-SES students and counselor were each reported as
and 36 percent of low-SES students. the most influential source by about 10
Sources of Information for Careers. percent or fewer students.
When considering careers, higher SES Low-SES students, compared to
students reported that they were their middle- and high-SES students, more
INFLUENCES ON CAREER DECISIONS, BY SES BACKGROUND
FIGURE 5.
Percentage distribution of fall 2009 public school ninth-graders as of spring 2012, according to student reports of
who most influenced their thinking about careers, by socioeconomic status (SES): 2012
Percent
100
80
60
49
40 41 38 42
40 36
20
9
6 5 5 3 3 4 3 1 2 3 2 4 2 2
0
Family members Myself Teacher Friends Counselor Employer, military Don't know
recruiter, coach, or
scout
Who most influenced students' thinking
Low SES Middle SES High SES
NOTE: Family members includes response categories for parents and another family member; Myself includes yourself and no one in particular. For who influenced students’ thinking about
careers, the only response option for Counselor was high school counselor. Standard errors for estimates can be found at http://nces.ed.gov/surveys/ctes/tables/H168.asp. Detail may not
sum to totals because of rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Longitudinal Study of 2009 (HSLS:09), First Follow-Up
Restricted-Use Data File.
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FIND OUT MORE
For questions about content, to order additional copies of this Statistics in
Brief, or view this report online, go to:
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2018088
Readers of this Statistics in Brief might also be interested in High School Longitudinal Study of 2009 (HSLS:09) First
the following NCES reports and tables: Follow-up: A First Look at Fall 2009 Ninth-Graders in
2012 (NCES 2014-360). http://nces.ed.gov/pubsearch/
High School Longitudinal Study of 2009 (HSLS:09) 2013 pubsinfo.asp?pubid=2014360.
Update and High School Transcript Study: A First
Look at Fall 2009 Ninth-Graders in 2013 (NCES 2015- High School Longitudinal Study of 2009 (HSLS:09):
037rev). http://nces.ed.gov/pubsearch/pubsinfo. A First Look at Fall 2009 Ninth-Graders (NCES 2011-
asp?pubid=2015037rev. 327). http://nces.ed.gov/pubsearch/pubsinfo.
asp?pubid=2011327.
Web Tables—High School Dropouts and Stopouts:
Demographic Backgrounds, Academic Experiences, High School Longitudinal Study of 2009 (HSLS:09): A First
Engagement, and School Characteristics (NCES Look at Fall 2009 Ninth-Graders’ Parents, Teachers,
2015-064). http://nces.ed.gov/pubsearch/pubsinfo. School Counselors, and School Administrators (NCES
asp?pubid=2015064. 2011-355). http://nces.ed.gov/pubsearch/pubsinfo.
asp?pubid=2011355.
Ninth-Graders’ Mathematics Coursetaking, Motivations,
and Educational Plans (NCES 2015-990). http://nces. For a selection of tables, figures, and reports on career and
ed.gov/pubsearch/pubsinfo.asp?pubid=2015990. technical education (CTE) topics, visit the CTE Statistics
website at http://nces.ed.gov/surveys/ctes.
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TECHNICAL NOTES The target population at the school up. Of the 26,300 sampled students,
level was defined as regular public approximately 25,200 were eligible and
This section describes the survey
schools (including public charter about 24,700 were able to participate
methodology for the HSLS:09 and
schools) and private schools in the 50 in the assessment
the variables and analyses used
states and the District of Columbia
in this Statistics in Brief. More
In the first follow-up, all 25,200 base-
that provided instruction in both
detailed information on the HSLS:09
year study-eligible students were
ninth and eleventh grades. Stratified
methodology is available in High
surveyed, regardless of their response
random sampling based on school
School Longitudinal Study of 2009
status at the base year. (Two exceptions
type (public, private–Catholic,
(HSLS:09) Base Year to First Follow-up
to this are sample members who died
private–other), geographic region
Data File Documentation (Ingels et al.
or were removed as a result of base-
(Northeast, Midwest, South, West),
2013).
year sampling errors discovered only
and geographic location of the school
in the first follow-up; e.g., the student
Survey Methodology (city, suburban, town, rural) resulted
was not a ninth-grader in 2009.)
in the identification of 1,889 eligible
The estimates provided in this Statistics
Unlike prior NCES secondary studies,
schools. A total of 944 of these schools
in Brief are based on data collected
the HSLS:09 student sample was not
participated in the study, resulting in
in the first follow-up study (2012) of
freshened to include a representative
a 55 percent weighted response rate,
the HSLS:09. Starting with a cohort
later-grade cohort. As a result, first
or 50 percent unweighted response
of students who were enrolled in the
follow-up estimates from the sample
rate. For the 767 participating public
ninth grade in fall 2009, the HSLS:09
are associated only with the ninth-
schools used in this Brief, the weighted
follows students throughout their
grade cohort 2.5 years later and not
response rate was 59 percent, and
high school and early adult years
the universe of students attending the
the unweighted response rate was 51
in order to understand students’
eleventh grade in the spring of 2012.
percent.
trajectories from the beginning of
These sampling procedures resulted in
high school into postsecondary
In the second stage of sampling, responses from 20,700 public school
education, the workforce, and beyond.
students were randomly selected students that were utilized for the
The HSLS:09 first follow-up study
using a stratified systematic sampling analyses in this Brief.
included a mathematics assessment
procedure from base-year enrollment
and a student questionnaire, as well Two student-based analytic weights
lists provided by administrative
as questionnaires administered to were computed for the HSLS:09 first
contacts at the school. The second-
students’ parents, school counselors, follow-up data—one for analyses
stage sampling strata were defined
and school administrators. The student specific to the first follow-up and one
by the students’ race/ethnicity
questionnaire collected information for longitudinal analyses associated
(Hispanic, Asian, Black, and other
such as high school attendance, grade with change between the base
[including White]) specified by the
progression, and attainment; school year and first follow-up. For this
school, yielding approximately
experiences (including withdrawal Statistics in Brief, the student-level
26,300 sampled students (or about
from school); demographics and weight W2STUDENT was used; this
28 students per school). The target
family background; influences on weight accounts for (1) base-year
population of students was defined to
thinking and behavior; and behaviors, school nonresponse and (2) student
include all ninth-grade students who
expectations, and aspirations, nonresponse in the first follow-up
attended the study-eligible schools in
including factors influencing college (regardless of the student’s base year
the fall 2009 term. Students who were
choice. The analysis in this Brief used response status).
unable to directly participate in the
the HSLS:09 first follow-up student
study because of language barriers
questionnaire data file. Two broad categories of error
or severe disabilities were retained
occur in estimates generated from
in the sample, and contextual data
In the base-year HSLS:09, students questionnaires: sampling and
were sought for them. Their ability
were sampled through a two-stage nonsampling errors. Sampling errors
to complete the study instruments
process: schools were sampled first, occur when observations are based
was reassessed in the first follow-
followed by students within schools.
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