Citation

Madhere S. J. Educ. Stud. Placed Risk 1997; 2(2): 137-160.

Copyright

(Copyright © 1997, Informa - Taylor and Francis Group)

DOI

10.1207/s15327671espr0202_5

PMID

unavailable

Abstract

This article synthesizes theoretical perspectives from social opportunity, critical pedagogy, and interactive literacy to interpret data on schooling outcomes for Black, Hispanic, and White students. The analysis draws from the High School and Beyond database to operationalize two dependent variables representing current academic performance and long-term educational commitment. These variables are studied in relation to socioeconomic status, home environment, gender, academic opportunity structure, students' aspirations, locus of control, community orientation, and basic cognitive skills. What emerges are significant patterns of divergence as well as convergence in the process of academic development. Different factors vary in importance with the sociocultural background of the learners. Attention is called to variables whose effects extend across outcomes and over time. The discussion explores the implications for educational theory and practice.