Exploring achievement values among ethnic minority early adolescents.

Abstract

Two studies examined middle school students ' achievement values by using peer nomination procedures. Nominations of peers whom participants admired, respected, and wanted to be like were summed to create a values index. Respondents also nominated peers who fit 6 behavioral descriptions including effort versus disengagement a d being socially responsible versus deviant. Study 1 participants were African American and Study 2 participants were ethnically diverse. Both studies yielded systematic findings. Girls valued high-achieving female classmates, whereas ethnic minority boys least valued high-achieving male students. White boys, similar to girls, valued high-achieving, same thnicity classmates. Respondents associated academic disengagement a d social deviance with being male, a low achiever, and an ethnic minority. The usefulness of peer nomination procedures as a methodology for studying values and implications for understanding the plight of ethnic minority male adolescents are discussed. Writing in 1967 about the achievement gap between Black and White students, Irwin Katz was among the first psychologists tocall attention to the study of motivation as a

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