This study examines the effects of some aspects of the school normative, academic and institutional context together with individual and interpersonal factors, on educational expectations among Palestinian students in Israel. The data consist of a sub-sample of 1,601 students in 40 high schools. Hierarchical linear modelling technique (Multilevel analysis) is used to investigate the effect of the school context and the interpersonal factors on students' educational expectations (SEE). The results of this study clearly demonstrate that both sets of variables are highly related to the outcome variable, providing new evidence that SEE, perhaps like other educational outcomes, are developed through interpersonal and contextual effects. While recent research indicates that the school institutional context mediates the effects of interpersonal factors (Buchmann & Dalton, 2002), this study suggests that among Palestinian students in Israel, interpersonal relations exert significant influences on SEE, regardless of, or despite, the school's institutional context.
|Translated title of the contribution||The effects of high school context and interpersonal factors on students' educational expectations: a multi-level model|
|Pages (from-to)||19 - 40|
|Number of pages||22|
|Journal||Social Psychology of Education|
|Publication status||Published - Mar 2005|
Bibliographical notePublisher: Springer
- SPAIS Centre for the Study of Ethnicity and Citizenship