Abstract
This study examined differences across racial groups and class-based factors in student beliefs and attitudes toward grades. The Fishbein and Ajzen theory of reasoned action was used to focus on two potential outcomes of academic performance, going to college and obtaining employment. Using two samples of 9th–12th grade students, one from a suburban school (n = 499) and the other from a career academy program in six urban high schools (n = 602), results showed racial and class-based differences in these attitudes and beliefs. In the suburban sample, Asian American students had a stronger desire for college outcomes than students of other races and, in both samples, expressed the least desire for the employment outcomes. These results were found even after controlling for the effect of parental educational background. Students in both samples whose parents had college degrees believed that doing well in high school would lead to college more strongly than students whose parents had less education. It was also found that the desire to go to college moderated the significant, positive relationship between the instrumentality of grades to college and GPA. Implications of these findings are discussed and avenues for further research arebreakidentified.
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Linnehan, F. Examining racial and family educational background differences in high school student beliefs and attitudes toward academic performance. Social Psychology of Education 5, 31–48 (2001). https://doi.org/10.1023/A:1012723816735
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DOI: https://doi.org/10.1023/A:1012723816735