ERIC Number: ED270535
Record Type: RIE
Publication Date: 1986-Apr
Reference Count: 0
The Impact of Schooling on Minority Adolescents' Mobility Aspirations.
Walker, Elaine M.
The relationship of minority groups' social class membership, their development of mobility goals, and the role of school tracking was examined through a survey of 350 Black and Hispanic high school students. A model was posited embodying the hypothesis that, among minorities, successful cognitive experiences in school contribute to the variations in the level of occupational and educational goals held. It was argued that the meritocratic ideology on which the educational system rests, and its internalization, lead individuals to equate certain levels of cognitive success with the ability to do well in society. It was also suggested that "others" (parents, peers, and teachers) partake of this ideology and consequently develop expectations for the individual based on his cognitive success. The more experiential outcomes of schooling, such as the adolescent's evaluation of opportunities, would be determined by cognitive performance and, in turn, would determine the range of mobility goals held. These theoretical speculations were substantiated by the data, but discernible differences were found to exist between Blacks and Hispanics. The model destination in terms of post-secondary education and occupational goals was significantly lower for Hispanics than Blacks, although there were no differences in cognitive achievement between the groups. It is recommended that caution be used by educators in labeling students negatively and tracking them into low appreciation situations since such stereotyping can permanently undermine their ability to achieve. (KH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Convention of the American Educational Research Association (San Francisco, CA, April 16-20, 1986).