A Qualitative Examination of Values Associated With Achievement Motivation of High-Achieving Black Female High School Students

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Abstract

Using a qualitative, in-depth interviewing research design, the authors examined the achievement motivation of high-achieving Black female students in a predominantly White high school. Expectancy-value theory framework was utilized to examine the values three Black female students associated with their high academic achievement. Participants faced significant dual marginalization in their largely advanced academic spaces, as a result of their race and gender. Participants indicated utility value (the usefulness of achievement) and attainment value (the perceived importance of doing well) as primary motivators in their achievement efforts.

Authors

• Kameron White McDaniel, University of Kentucky

• Kenneth Maurice Tyler, University of Kentucky