RT Journal Article
SR Electronic
T1 Academic Motivation and Equal Educational Opportunity
JF Harvard Educational Review
JO herp
FD Harvard Educational Press
SP 57
OP 65
DO 10.17763/haer.38.1.713n8538h204m1q4
VO 38
IS 1
A1 Katz, Irwin
YR 1968
UL http://harvardeducationalreview.org/content/38/1/57.abstract
AB A striking revelation of the Coleman Report is the close tie between Negro academie achievement and the social environment of the classroom. A theory of racial differences in the early socialization of academic motivation is here advanced to account for some of the favorable effect on Negroes of (a) teachers' and classmates'competence, and (b) attendance at predominantly white schools. Unrealistic self–devaluation and strong anxiety are shown by recent research to be common features of Negro behavior in racially isolated institutions. These facts can be related to the educational values and practices of Negro parents, and to the Coleman data on students' academic attitudes.