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ERIC Number: EJ878470
Record Type: Journal
Publication Date: 2009
Pages: 13
Abstractor: As Provided
Reference Count: 38
ISSN: ISSN-0022-2984
Measuring the Relationship between Attribution for "The Gap" and Educational Policy Attitudes: Introducing the Attributions for Scholastic Outcomes Scale-Black
Sperling, Rick; Vaughan, Phillip W.
Journal of Negro Education, v78 n2 p146-158 Spr 2009
This study provides empirical support for the Attributions for Scholastic Outcomes Scale-Black (ASO-B) as an instrument for measuring two latent traits that influence causal reasoning about the Black-White achievement gap: culture-blaming and structure-blaming. Within this conceptual framework, culture-blaming refers to the belief that Black parents cultivate an anti-academic mindset in their children and structure-blaming refers to the belief that racially biased opportunity and reward structures within the U.S. schooling system create racial differences in achievement. Results indicate that culture-blaming and structure-blaming are distinct perspectives that are statistically related to attitudes toward parent education, teaching and enforcing "proper" English, standardized testing, and resource redistribution as methods of closing the gap. (Contains 2 tables and 2 figures.)
Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A