dc.contributor.advisor | Castillo, Linda | |
dc.creator | Moore, Karlen Brook | |
dc.date.accessioned | 2011-10-21T22:03:10Z | |
dc.date.accessioned | 2011-10-22T07:10:16Z | |
dc.date.available | 2011-10-21T22:03:10Z | |
dc.date.available | 2011-10-22T07:10:16Z | |
dc.date.created | 2010-08 | |
dc.date.issued | 2011-10-21 | |
dc.date.submitted | August 2010 | |
dc.identifier.uri | https://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8385 | |
dc.description.abstract | Oppositional Culture Theory and Social Cognitive Career Theory propositions were explored via employment of social cognitive career theory mechanisms. The effects of observed same-race occupational role models and occupational stereotypes and their indirect effects on school engagement through occupational expectations and future aspirations were explored in elementary-aged Blacks.
Occupational expectations and future aspirations of Black youth were not significantly affected by occupational prestige of jobs held by observed same-race occupational role models. However, it was found that future aspirations of Black youth significantly impacted their school engagement. Future aspirations and school engagement were not significantly affected directly or indirectly by occupational stereotypes. Other noteworthy findings were that educational expectations and future aspirations were negatively correlated with grade. Future studies should be done to further explore relevant contextual factors which can affect school engagement in elementary-aged Blacks, they should also explore declining educational expectations and aspirations with grade. | en |
dc.format.mimetype | application/pdf | |
dc.language.iso | en_US | |
dc.subject | School Engagement | en |
dc.subject | School Engagement of Elementary-Aged Blacks | en |
dc.subject | Social Cognitive Career Theory | en |
dc.subject | Social Cognitive Career Theory and Oppositional Culture Theory | en |
dc.title | Examination of the Influence of Same-Race Occupational Role Models and Occupational Stereotypes on Elementary-Aged Black Students' School Engagement. | en |
dc.type | Thesis | en |
thesis.degree.department | Educational Psychology | en |
thesis.degree.discipline | Counseling Psychology | en |
thesis.degree.grantor | Texas A&M University | en |
thesis.degree.name | Doctor of Philosophy | en |
thesis.degree.level | Doctoral | en |
dc.contributor.committeeMember | Brossart, Daniel | |
dc.contributor.committeeMember | May, Reuben A. | |
dc.contributor.committeeMember | Willson, Victor | |
dc.type.genre | thesis | en |
dc.type.material | text | en |