Citation

Harris AL. Soc. Sci. Q. 2008; 89(3): 608-630.

Copyright

(Copyright © 2008, Southwestern Social Science Association and the University of Texas, Publisher John Wiley and Sons)

DOI

10.1111/j.1540-6237.2008.00551.x

PMID

unavailable

Abstract

Objective. This study aims to provide a better understanding of how beliefs about the system of social mobility affect students' schooling outcomes. Previous studies reach conflicting conclusions because they conflate two forms of beliefs about social mobility (i.e., perceived value of school and perceived barriers despite schooling).

Methods. The Maryland Adolescence Development In Context Study (MADICS) is used to examine black‐white differences in beliefs about the value of school and barriers to upward mobility despite schooling and how these beliefs predict academic achievement and educational attainment.

Results. The analyses show that relative to whites, blacks hold stronger beliefs in both the value of school and barriers to social mobility, and have greater affective attitudes toward schooling. However, belief in barriers to social mobility is not consequential for academic outcomes.

Conclusions. Beliefs about upward mobility are mechanisms by which the opportunity structure influences individuals' schooling behaviors and making clear distinctions between various beliefs about the system of social mobility can refine the understanding of this link. This study suggests that individuals make nuanced distinctions about the role of schooling for upward mobility, each with separate effects on academic outcomes.