Bringing the Arrows Back In: On the Recursivity Assumptions in School Process Models

摘要: School process models in the tradition of those introduced by Sewell and his colleagues have identified interpersonal influences as central to maintenance differences goal orientations across SES levels. These orientations, turn, are most immediate causes attainment differentials observed later youth complete their schooling enter world work. Documentation this social-psychological typically has come from recursive structural equations which particular step-wise flow influence is entertained other plausible possibilities precluded. The present study examines tenability these constraints estimating two alternative specifications: (1) a nonrecursive model cross-sectional measures influence, educational plans, curriculum placement, school performance all simultaneously determined, (2) longitudinal model, earlier allowed affect each variable. estimations indicate that significant others offer support response students' expressed plans for college but themselves ineffectual agents socialization. This pattern striking contrast obtained under specification, suggests evidence favor interpretation may be fundamentally flawed.