Motivation Patterns of Minority Youth in Segregated Rural Schools

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

Abstract

School racial and ethnic segregation is often implicated in a number of negative academic consequences for students. However, few research studies have examined how the racial and ethnic composition of schools affects the academic motivation of ethnic minority students, particularly in rural areas. The aim of the current study was to investigate how several levels of school segregation affect the different motivation patterns of rural, minority students. Three major findings emerged. First, ethnic minority students had different patterns of motivation; Black students had greater school valuing, self-concept and school belonging. Second, students in the highest percent minority schools had significantly higher school valuing and self-concept. Third, in more highly segregated schools, Black students had higher school valuing.

Authors

• Charlotte Agger, University of North Carolina - Chapel Hill

• Dana Thompson Dorsey, University of North Carolina - Chapel Hill

• Judith L. Meece, University of North Carolina - Chapel Hill