ated with girls generally indicated higher expectations. Both personal support and support for extracurricular activities will have independent effects on educational expectations, regardless of SES. There will also be other positive correlations between SES, adolescents' perceptions of parents' personal involvement (parent involvement), and parents' school-related behavior (attended school activities). Although parents' attendance at school activities and parents' home-based, personal involvement appear to be conditional on SES, both seem important to adolescents' continued education at all levels of SES. That is, after participants were segmented by one variable, they were often subsequently segmented by the other. Therefore, the effects of parents' attendance at school activities and personal involvement in educational expectations seem independent of one another to some degree. Hopefully this research will open the opportunity for counselors and educators to address both parents' personal educational/career involvement and parents' interaction with their child's educational achievement or lack there of regardless of SES.Discussion Other studies in the future should more thoroughly assess and examine parents' efforts at socializing their children into the larger school environment. Researchers also should consider interactions between SES and other variables. Investigations that examine family variables in the context of student characteristics (e.g., academic ability, interpersonal skills) and other environmental variables (e.g., high school characteristics, community characteristics) might produce meaningful results. Many other extraneous variables may be substituted for the independent variable used in this study. Although, derailing from the original IV basically derails the entire intended purpose of this study: To make parents take responsibility for there own child’s education rather than jumping on...
