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Gender, Self-Perception, and Academic Problems in High School.
- Source :
-
Social Problems . Feb2007, Vol. 54 Issue 1, p118-138. 21p. - Publication Year :
- 2007
-
Abstract
- Given the increasing importance of education to socioeconomic attainment and other life course trajectories, early, academic struggles can have long-term consequences if not addressed. Analysis of a nationally representative sample with official school transcripts and extensive, data on adolescent functioning identified a social psychological pathway in this linkage between external feedback about early struggles and truncated educational trajectories. For girls, class failures absent of diagnosed learning disabilities engendered increasingly negative self-perceptions that, in turn, disrupted math and science course-taking, especially in family and peer contexts in which academic success was prioritized. For boys, diagnosed learning disabilities, regardless of class performance, enqendered the same changes in self-perception and the same consequences of these changes for course-taking across family and peer contexts. These results reveal how ability labels and ability-related performance indicators come together to influence the long-term educational prospects of girls and boys attending mainstream schools in which the majority of students do not have learning disabilities or severe academic problems. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 00377791
- Volume :
- 54
- Issue :
- 1
- Database :
- Academic Search Index
- Journal :
- Social Problems
- Publication Type :
- Academic Journal
- Accession number :
- 24550589
- Full Text :
- https://doi.org/10.1525/sp.2007.54.1.118