Educational expectations, social normative expectations, and grit in an urban middle school

In urban, underfunded school districts, risk factors are present that impact the opportunities available for students to learn and succeed academically. It is imperative to explore factors associated with educational attainment in an effort to influence program development and ultimately reduce the achievement gap by creating opportunities for all students to succeed. Previous research has identified student expectations as a major predictor associated with higher levels of educational attainment. This study sought to develop a better understanding of the relationship between students' personal expectations and social normative expectations, which are social and peer norms about educational success that are embedded within a particular school system. In looking at this relationship, end-of-year English and Math grades and levels of grit, one's perseverance and passion for long-term goals, were considered as relevant factors. The predominantly Latino (90.82%) sample, N = 1,166, included 6th through 8th grade students from an urban middle school in New Jersey. Results of this study reveal that students with high personal expectations received significantly higher grades in Language Arts (F (1, 1164) = 83.237, p < .001) and Mathematics (F (1, 1164) = 122.638, p < .001) than students with low personal expectations. A matrix was developed to demonstrate the interaction between personal and social normative expectations. Despite the risk factors evident in this population, the majority of students (55.31%) rated themselves as having high personal expectations and high social normative expectations. Additionally, students who rated themselves as having high personal and social normative expectations tended to have higher levels of grit (F(1, 1162) = 4.05, p < .05). Several explanations have been provided to understand students' positive ratings, including the possible impact of a positive school climate program. Limitations regarding the current sample and the measures are addressed. Finally, implications for practice are discussed to enhance school psychologists' understanding of these factors and promote evidence-based school-wide programming which will positively impact student achievement.Psy.D.Includes bibliographical referencesby Arielle Lynn Verdesc