Enhancing the motivation of African American students: An achievement goal theory perspective

Avi Kaplan, Martin L. Maehr

Research output: Contribution to journalReview articlepeer-review

39 Scopus citations

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 languageEnglish
Pages (from-to)23-41
Number of pages19
JournalThe Journal of Negro Education
Volume68
Issue number1
DOIs
StatePublished - 1 Jan 1999

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