ERIC Number: ED186575
Record Type: RIE
Publication Date: 1980-Apr
Reference Count: 0
Raising Low-Income/Minority Achievement by Reducing Student Sense of Academic Futility: The Underlying Theoretical Commonalities of Suggested Strategies.
Miller, Stephen K.; Crano, William D.
The author argues that despite the conventional wisdom that schools cannot overcome the effects of socioeconomic status and race on academic achievement, there is a growing body of literature indicating that school climate and students' sense of control of their environment are strongly correlated with achievement. Five school-specific strategies have been suggested for changing the school climate by concentrating on the students' sense of futility: (1) use of academic team games; (2) effective reinforcement techniques; (3) improved test taking skills; (4) confronting low academic performance by convincing the student to take personal responsibility for achievement outcomes; and (5) confronting racism by focusing on individual responsibility for success. The author uses attribution theory as a framework to identify the underlying commonalities of these five strategies and integrate them into a theoretical framework. He suggests that motivation is a highly alterable, situation-specific learning variable, and that an understanding of the problem of achievement and motivation requires analysis at both the level of social system and at the individual level. (Author/MK)
Descriptors: Academic Achievement, Attribution Theory, Change Strategies, Classroom Environment, Elementary Secondary Education, Institutional Characteristics, Locus of Control, Low Income Groups, Minority Group Children, Motivation Techniques, Racial Bias, Reinforcement, Student Motivation, Student School Relationship
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 7-11, 1980).