Beyond Academics: Achievement Values Among Low-Socioeconomic-Status African American and Latino Students

• In Event: Critical Conversations: Social Justice Practices for Overcoming Psychological Barriers in K–12 Settings

Abstract

This study used peer nominations in a cross-sectional exploration of African American and Latino elementary- and middle-schooler students’ achievement values (N = 615). Profile analysis of teachers’ ratings of students on social and behavioral descriptors yielded five character profiles: internalizing; aggressive; internalizing/aggressive; popular/low-academic; and popular/high-academic. Using peer nomination procedures, students’ endorsements of “value” for each profile were analyzed as a function of gender and grade level.
Results revealed that girls across all grades and elementary school-aged boys valued popular/high achievers over popular/low-achievers in addition to also valuing internalizing and aggressive profiles. Middle school boys, on the other hand, were most likely to value popular/low achievers over all other profile groups. Internalizing/aggressive students tended to not be valued by peers.

Authors

• April Z. Taylor, California State University - Northridge

• Victoria L. Womble, California State University - Northridge

• W. David Wakefield, California State University - Northridge

• Daryl Anthony Tate, University of Arkansas - Little Rock