 |
|
 |
|
|
 |
 |
This study focused on incoming students at a racially
diverse inner-city high school in the Midwest of the
United States. Identification with academics was
measured and correlated with GPAs, levels of
absenteeism, behavioral problems, and retention levels. Regardless of race, the students who valued and viewed
academics as central to the self had higher grades, less
absenteeism, and fewer behavioral referrals. Among
students of color, however, those who most identified
with academics were most likely to withdraw from school. Academic identification did not significantly affect
withdrawal rates among white students. This
finding lends support to the counterintuitive notion
that the individuals most at risk for withdrawing from
school are those operating under the stigma of low
expectations combined with a high investment in
schooling.
Back to top | Previous
Page
|
|
|
|
