Toward a Theory of Student Aspirations.

Abstract

Student aspirations is a term that is usedfrequently in education, yet there is little understanding and agreement as to what it means and even less understanding about its origin. It is the purpose of this paper to trace some of the key historical perspectives of the construct ofaspirations, and from this backdrop introduce a new manner in which to view student aspirations. We have elected here to highlight two influential areas of research: level ofaspiration and achieve-ment motivation. These key areas, supplemented by social comparison theory, provide a historical framework with which to understand aspirations. Overview It is rare to find an educational mission statement to-day absent of some reference to student aspirations. Indeed, educators have long recognized the value of students who set ambitious goals, and who are inspired in the present to progress toward those goals. It is expected that students who set challenging goals learn to become task-oriented, feel a sense of purpose, and learn more. It is no surprise, then, that raising the aspirations of students is a universal priority. As with any social construct (e.g., achievement, anxi-ety), the term aspirations lends itself to a variety of defini-tions and interpretations. Does it refer to goals, expectations,

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