Maria Adamuti‐Trache
Biographic Data
| ID | 5451639 |
|---|---|
| NAME | Maria Adamuti‐Trache |
| GIVEN NAMES | Maria |
| FAMILY NAME | Adamuti‐Trache |
| SIGNATURE | TRACHE M A |
| AFFILIATIONS | The University of Texas at Arlington |
| ORCID | 0000-0001-5021-9885 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 39 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
The role of beliefs and social–emotional skills in shaping educational expectations among Romanian adolescents
The study used descriptive and multivariate statistics analytical methods to explore relationships between the highest level of education expected by 15‐year‐old Romanian students and factors associated with student background (personal and academic), school characteristics and selected beliefs and social–emotional skills. The study employs PISA 2022 public use microdata and is guided by Bourdieu's theory of capital and habitus, building on Reay'…
Uncertainty and change in American youth occupational expectations
Grounded in Social Cognitive Career Theory (SCCT), this study contributes to empirical efforts to understand factors affecting the career-development process of American youth by focusing on change in occupational expectations between age 16 and 26. The study is based on the secondary analysis of longitudinal data from the Education Longitudinal Study of 2002. The main result is that occupational expectations decrease over time, and the change is…
Science and engineering degree attainment of aspiring-scientists in the United States
This study uses the Education Longitudinal Survey of 2002 (ELS:2002) to examine how varying levels of intention (planning) and action (choice) in pursuing a science-based major affect American college students’ degree attainment in Science and Engineering (S&E) fields by age 26. The study is guided by the Social Cognitive Career Theory’s performance model that is appropriate to examine educational attainment. A key element of the theory consists …
Post-high-school pathways: The role of dispositional beliefs and aspirations
Differences in Language Proficiency and Learning Strategies Among Immigrant Women to Canada
Immigrant women to Canada face unique challenges in gaining mastery of English or French, the country’s two official languages. The study focuses on differences among women with respect to pre-migration and post-migration characteristics that position them differently with respect to language learning in the social contexts where they assert their immigrant identity. This study examines issues in language acquisition among adult immigrant women a…
From Community College Attendants to Baccalaureate Recipients: A Planned Behavior Model for Transfer Students in STEM Fields of Study
Guided by the Theory of Planned Behavior (TPB) (Fishbein & Ajzen, 2010), our study aims to understand how community college transfer students’ STEM degree attainment behavior is shaped by their beliefs, intentions, contextual factors and social-demographic characteristics. This study drew upon data from the Education Longitudinal Study of 2002 (ELS: 2002). The sample includes 1,761 students who began postsecondary education at a 2-year institutio…
Ethnicity and Effectively Maintained Inequality in BC Universities
As Canadian postsecondary systems have expanded they have become more institutionally differentiated. In British Columbia, distinctions are made between research-intensive universities (RIUs) and teaching-intensive universities with respect to resources, programming, and perceived prestige value. We employ an effectively maintained inequality framework to examine the role played by ethnicity in the competition for admission to RIUs. Our findings …
Impact of Canadian Postsecondary Education on Occupational Prestige of Highly Educated Immigrants
Cet article utilise les données provenant de l'Enquête longitudinale auprès des immigrants du Canada (ELIC) couvrant la période 2000‐2004 afin d'évaluer l'emploi à durée déterminée et la réussite professionnelle des immigrants récents qui, bien qu'ayant obtenu un diplôme universitaire dans leur pays d'origine, ont choisi de s'inscrire dans un établissement d'enseignement postsecondaire canadien. La principale conclusion de l'article est que la ré…
First 4 Years in Canada: Post-secondary Education Pathways of Highly Educated Immigrants
Enriching Foreign Qualifications Through Canadian Post-secondary Education: Who Participates and Why
Life-course transitions, social class, and gender: A 15-year perspective of the lived lives of Canadian young adults
In this paper, through the theoretical lens of life-course research and reproduction theory, we employ 15 years of longitudinal data from the British Columbia, Canada Paths on Life's Way project to examine the extent to which educational and career pathways of this cohort of 1988 high school graduates are gendered, individualized, prolonged, diversified; to determine marriage and parenthood patterns in relation to educational and occupational par…
Vocational training choices of women: Public and private colleges
This paper contrasts the profiles of women who choose to pursue vocational training in either public institutions (community colleges) or private institutions (career colleges) in Canada with particular attention given to respondents' life‐course positions. The study employs 1998 Adult Education and Training Survey data. Correspondence analysis shows the relation between training choices of women, their individual characteristics and selected sit…
The Academic Mobility of Students for Whom English is Not a First Language: The Roles of Ethnicity, Language, and Class
This study uses extant data to examine the roles of ethnicity, social class, and linguistic proficiency in predicting the participation and performance of students for whom English is not a first language (ENFL) from the class of 2002 in a provincially examinable grade 12 subject areas in a large urban British Columbia school district (n=4,075). Descriptive statistics show similar performance levels, but variable participation rates among ENFL an…
Educational Expectations, Parental Social Class, Gender, and Postsecondary Attainment: A 10-Year Perspective
The authors employ a unique longitudinal data set of British Columbia high school graduates that followed respondents 1, 5, and 10 years after graduation to examine the extent to which educational expectations change over time in relation to parental socioeconomic status and eventual postsecondary attainment. Using the method of correspondence analysis, they demonstrate that graduates leave high school with educational expectations that change mi…
Life-course transitions, social class, and gender: A 15-year perspective of the lived lives of Canadian young adults
In this paper, through the theoretical lens of life-course research and reproduction theory, we employ 15 years of longitudinal data from the British Columbia, Canada Paths on Life's Way project to examine the extent to which educational and career pathways of this cohort of 1988 high school graduates are gendered, individualized, prolonged, diversified; to determine marriage and parenthood patterns in relation to educational and occupational par…
Educational Expectations, Parental Social Class, Gender, and Postsecondary Attainment: A 10-Year Perspective
The authors employ a unique longitudinal data set of British Columbia high school graduates that followed respondents 1, 5, and 10 years after graduation to examine the extent to which educational expectations change over time in relation to parental socioeconomic status and eventual postsecondary attainment. Using the method of correspondence analysis, they demonstrate that graduates leave high school with educational expectations that change mi…
From Community College Attendants to Baccalaureate Recipients: A Planned Behavior Model for Transfer Students in STEM Fields of Study
Guided by the Theory of Planned Behavior (TPB) (Fishbein & Ajzen, 2010), our study aims to understand how community college transfer students’ STEM degree attainment behavior is shaped by their beliefs, intentions, contextual factors and social-demographic characteristics. This study drew upon data from the Education Longitudinal Study of 2002 (ELS: 2002). The sample includes 1,761 students who began postsecondary education at a 2-year institutio…
Impact of Canadian Postsecondary Education on Occupational Prestige of Highly Educated Immigrants
Cet article utilise les données provenant de l'Enquête longitudinale auprès des immigrants du Canada (ELIC) couvrant la période 2000‐2004 afin d'évaluer l'emploi à durée déterminée et la réussite professionnelle des immigrants récents qui, bien qu'ayant obtenu un diplôme universitaire dans leur pays d'origine, ont choisi de s'inscrire dans un établissement d'enseignement postsecondaire canadien. La principale conclusion de l'article est que la ré…
Differences in Language Proficiency and Learning Strategies Among Immigrant Women to Canada
Immigrant women to Canada face unique challenges in gaining mastery of English or French, the country’s two official languages. The study focuses on differences among women with respect to pre-migration and post-migration characteristics that position them differently with respect to language learning in the social contexts where they assert their immigrant identity. This study examines issues in language acquisition among adult immigrant women a…
Ethnicity and Effectively Maintained Inequality in BC Universities
As Canadian postsecondary systems have expanded they have become more institutionally differentiated. In British Columbia, distinctions are made between research-intensive universities (RIUs) and teaching-intensive universities with respect to resources, programming, and perceived prestige value. We employ an effectively maintained inequality framework to examine the role played by ethnicity in the competition for admission to RIUs. Our findings …
Enriching Foreign Qualifications Through Canadian Post-secondary Education: Who Participates and Why
The Academic Mobility of Students for Whom English is Not a First Language: The Roles of Ethnicity, Language, and Class
This study uses extant data to examine the roles of ethnicity, social class, and linguistic proficiency in predicting the participation and performance of students for whom English is not a first language (ENFL) from the class of 2002 in a provincially examinable grade 12 subject areas in a large urban British Columbia school district (n=4,075). Descriptive statistics show similar performance levels, but variable participation rates among ENFL an…
Educational Expectations, Parental Social Class, Gender, and Postsecondary Attainment: A 10-Year Perspective
The authors employ a unique longitudinal data set of British Columbia high school graduates that followed respondents 1, 5, and 10 years after graduation to examine the extent to which educational expectations change over time in relation to parental socioeconomic status and eventual postsecondary attainment. Using the method of correspondence analysis, they demonstrate that graduates leave high school with educational expectations that change mi…
Life-course transitions, social class, and gender: A 15-year perspective of the lived lives of Canadian young adults
In this paper, through the theoretical lens of life-course research and reproduction theory, we employ 15 years of longitudinal data from the British Columbia, Canada Paths on Life's Way project to examine the extent to which educational and career pathways of this cohort of 1988 high school graduates are gendered, individualized, prolonged, diversified; to determine marriage and parenthood patterns in relation to educational and occupational par…
Vocational training choices of women: Public and private colleges
This paper contrasts the profiles of women who choose to pursue vocational training in either public institutions (community colleges) or private institutions (career colleges) in Canada with particular attention given to respondents' life‐course positions. The study employs 1998 Adult Education and Training Survey data. Correspondence analysis shows the relation between training choices of women, their individual characteristics and selected sit…
The Academic Mobility of Students for Whom English is Not a First Language: The Roles of Ethnicity, Language, and Class
This study uses extant data to examine the roles of ethnicity, social class, and linguistic proficiency in predicting the participation and performance of students for whom English is not a first language (ENFL) from the class of 2002 in a provincially examinable grade 12 subject areas in a large urban British Columbia school district (n=4,075). Descriptive statistics show similar performance levels, but variable participation rates among ENFL an…
First 4 Years in Canada: Post-secondary Education Pathways of Highly Educated Immigrants
Enriching Foreign Qualifications Through Canadian Post-secondary Education: Who Participates and Why
Impact of Canadian Postsecondary Education on Occupational Prestige of Highly Educated Immigrants
Cet article utilise les données provenant de l'Enquête longitudinale auprès des immigrants du Canada (ELIC) couvrant la période 2000‐2004 afin d'évaluer l'emploi à durée déterminée et la réussite professionnelle des immigrants récents qui, bien qu'ayant obtenu un diplôme universitaire dans leur pays d'origine, ont choisi de s'inscrire dans un établissement d'enseignement postsecondaire canadien. La principale conclusion de l'article est que la ré…
Ethnicity and Effectively Maintained Inequality in BC Universities
As Canadian postsecondary systems have expanded they have become more institutionally differentiated. In British Columbia, distinctions are made between research-intensive universities (RIUs) and teaching-intensive universities with respect to resources, programming, and perceived prestige value. We employ an effectively maintained inequality framework to examine the role played by ethnicity in the competition for admission to RIUs. Our findings …
Differences in Language Proficiency and Learning Strategies Among Immigrant Women to Canada
Immigrant women to Canada face unique challenges in gaining mastery of English or French, the country’s two official languages. The study focuses on differences among women with respect to pre-migration and post-migration characteristics that position them differently with respect to language learning in the social contexts where they assert their immigrant identity. This study examines issues in language acquisition among adult immigrant women a…
From Community College Attendants to Baccalaureate Recipients: A Planned Behavior Model for Transfer Students in STEM Fields of Study
Guided by the Theory of Planned Behavior (TPB) (Fishbein & Ajzen, 2010), our study aims to understand how community college transfer students’ STEM degree attainment behavior is shaped by their beliefs, intentions, contextual factors and social-demographic characteristics. This study drew upon data from the Education Longitudinal Study of 2002 (ELS: 2002). The sample includes 1,761 students who began postsecondary education at a 2-year institutio…
Science and engineering degree attainment of aspiring-scientists in the United States
This study uses the Education Longitudinal Survey of 2002 (ELS:2002) to examine how varying levels of intention (planning) and action (choice) in pursuing a science-based major affect American college students’ degree attainment in Science and Engineering (S&E) fields by age 26. The study is guided by the Social Cognitive Career Theory’s performance model that is appropriate to examine educational attainment. A key element of the theory consists …
Post-high-school pathways: The role of dispositional beliefs and aspirations
Uncertainty and change in American youth occupational expectations
Grounded in Social Cognitive Career Theory (SCCT), this study contributes to empirical efforts to understand factors affecting the career-development process of American youth by focusing on change in occupational expectations between age 16 and 26. The study is based on the secondary analysis of longitudinal data from the Education Longitudinal Study of 2002. The main result is that occupational expectations decrease over time, and the change is…
The role of beliefs and social–emotional skills in shaping educational expectations among Romanian adolescents
The study used descriptive and multivariate statistics analytical methods to explore relationships between the highest level of education expected by 15‐year‐old Romanian students and factors associated with student background (personal and academic), school characteristics and selected beliefs and social–emotional skills. The study employs PISA 2022 public use microdata and is guided by Bourdieu's theory of capital and habitus, building on Reay'…
Sociology (12 works) · Political science (11 works) · Psychology (11 works) · Social Psychology (7 works) · Demography (6 works) · Higher Education Research Studies (6 works) · Medicine (6 works) · Migration and Labor Dynamics (6 works) · Demographic economics (5 works) · Educational attainment (5 works)