"I'm Just Not Smart Enough": Perceived Barriers to High School Success and School Ethnic Context

• In Event: 26.064 - Diverse Approaches to Examining Teacher and Contextual Influences on Student Motivation and Learning

Abstract

This current study examined if attributions of achievement failure moderated the association between school ethnic context and perceived high school barriers. Participants were 1,425 8th graders from 6 middle schools that varied in ethnic diversity. Results from hierarchical linear regression models confirmed our hypothesis that when ability-based attributions for failure were not endorsed, perceiving more same ethnic peers in middle school was associated with fewer barriers to high school. Conversely, the more students attributed failure to low ability, the greater barriers they perceived across all school ethnic contexts, but especially in schools where they perceived more same ethnic peers. Findings highlight the importance of preparing students for the high school transition by providing interventions that help them perceive fewer barriers.

Authors

• Jessica Morales-Chicas, University of California - Los Angeles

• Sandra Graham, University of California - Los Angeles