Abstract
This article discusses implications of achievement goal theory on the achievement motivation of African American students in predominantly White school settings. Studies suggest that schools which emphasize task goals - the engagement in academic tasks for the purpose of learning and improving - are more conducive to Black students' academic success and well-being than are those that emphasize ego goals - engagement for the purpose of excelling and besting others. Seven dimensions of school culture provide a framework for promoting emphasis on task goals in ethnically heterogeneous schools: academic tasks, distribution of authority, recognition, grouping, evaluation practices, use of time, and social norms.
Original language | English |
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Pages (from-to) | 23-41 |
Number of pages | 19 |
Journal | The Journal of Negro Education |
Volume | 68 |
Issue number | 1 |
DOIs | |
State | Published - 1 Jan 1999 |
ASJC Scopus subject areas
- Education
- Anthropology