Self-Perceptions of under Achievement and Support for the Achievement Ideology among Early Adolescent African-Americans

Abstract

A study was conducted to explore the perceptions that early adolescent African-American students hold regarding the American achievement ideology and the ramifications of such support on their academic achievement or underachievement. Also assessed were social, cultural, and psychological determinants of underachievement as perceived by 148 fifth and sixth graders in an urban school district. The perceived determinants of underachievement are discussed relative to a paradox of underachievement. Descriptive, comparative, and discriminant analyses were used to examine differences in students' perceptions. Responses were compared by gender and academic program. Results were not significantly statistically different by gender. Gifted students, however expressed the greatest support for the achievement ideology, and they perceived determinants of achievement and underachievement differently than did average students who, along with males, were more likely to personify a paradox of underachievement. Implications and recommendations are discussed for urban educators working with early adolescent African-American youth.