Educational Expectations in South Africa: Comparisons between Adolescents and Parents

Ann M. Beutel, University of Oklahoma
Kermyt G. Anderson, University of Oklahoma

We use data from the Cape Area Panel Study (CAPS) to examine the educational expectations of black, coloured, and white South African adolescents and their parents. Our results show that prior educational history, a subjective measure of academic ability, and objective literacy and numeracy scores all influence adolescents' educational expectations and parents' educational expectations for adolescents, though the findings show some differences in these factors among the three racial groups. Blacks enter school at a later age than coloureds or whites, and among blacks only, age at school entry plays an important role in producing educational expectations. The history of grade failure and repetition is important for coloureds and whites, but not blacks. Literacy and numeracy scores are important predictors of educational expectations for all three racial groups.