Expectation Formation for All? Group Differences in Student Response to Signals about Academic Performance
Research output: Contribution to journal › Journal article › Research › peer-review
Theories of adolescent expectation formation hypothesize that socially and academically disadvantaged students are less responsive to signals about their academic performance when forming educational expectations. To test this hypothesis, I examine variation in student responses to new information about their academic performance by a rich set of background characteristics. I find little support for the hypothesis. In contrast, low-SES students who are high performing or come from supportive home environments appear to be the most responsive to new information about their academic performance. I discuss the implications of this finding for research on expectation formation among adolescents.
|Journal||The Sociological Quarterly|
|Publication status||E-pub ahead of print - Mar 2019|