Expectation Formation for All? Group Differences in Student Response to Signals about Academic Performance

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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.
Original languageEnglish
JournalThe Sociological Quarterly
Issue number4
Pages (from-to)716-737
Publication statusPublished - Oct 2019

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