How Goal Structures and Academic Expectations Co-Construct One Another: A Multiple Case Study

• In Event: Motivational Landscapes: Unpacking Classroom Motivational Support and Climate Processes in K-12 and Beyond

Abstract

Researchers lack knowledge of how and why academic expectations disproportionately hurt marginalized learners. To understand the complex and dynamical processes of academic expectations construction, including the unique role of achievement goal structures in the setting, this multiple ethnographic case study sought to map the situated and interdependent processes by which achievement goal structures and academic expectations co-construct one another in four secondary classrooms set in a marginalized learning community. It examined participants’ discourse oriented actions through the lens of their collective role identity system. Specifically, the study examined the ongoing processes of students and teachers transmitting, perceiving, and responding to academic expectation information by mapping these micro-events to chart the larger-scale and deeply contextualized accumulation of expectancies and goal structures.

Author

• Jessica Hadid, Temple University