Social Class and Parental Involvement in Transition Activities During High School

Abstract

ABSTRACT This research examines the relationship between socioeconomic status and parental involvement in transition-to-college and transition-to-work activities using data from the High School Longitudinal Study of 2009. Results from Poisson regression models show that socioeconomic status is positively associated with parental involvement in transition-to-college and transition-to-work activities. Further, logistic regression models show that parental involvement in transition activities is associated with a greater likelihood of college enrollment but not labor market entry after high school. Lastly, average marginal effects show that all socioeconomic groups benefit from parental involvement, but low SES students gain the most. This study provides further understanding of social stratification in educational outcomes and has implications for the study of parental involvement, college enrollment, and intergenerational mobility.