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Mistry, R. S., White, E. S., Benner, A. D., & Huynh, V. W. (2009). A Longitudinal Study of the Simultaneous Influence of Mothers’ and Teachers’ Educational Expectations on Low-Income Youth’s Academic Achievement. Journal of Youth and Adolescence, 38, 826-838. https://doi.org/10.1007/s10964-008-9300-0

has been cited by the following article:

• TITLE: Children’s Savings Account Programs Enable Parents to Plan and Talk about College with Children and others

  AUTHORS: William Elliott, Briana Starks, Kristen Seefeldt, James Ellis

  KEYWORDS: Children’s Savings Accounts (CSAs), College, College-Saver Identity, Educational Expectations, Identity-Based Motivation, Saving

  JOURNAL NAME: Sociology Mind, Vol.8 No.4, October 30, 2018

  ABSTRACT: The researchers adopted a positivist approach to qualitative research, hypothesizing that the interviews would reveal positive parental expectations and development of college-saver identity among Harold Alfond College Challenge (HACC) participants. HACC is an opt-out children’s savings account asset intervention that begins at birth for children born in Maine. For this study, data were obtained through structured interviews of 22 families. Most parents in HACC describe having positive educational expectations and having developed a college-saver identity. More research is needed.