Abstract
Achievement, engagement, and students’ quality of experience were compared by racial and ethnic group in a sample of students (N = 586) drawn from 13 high schools with diverse ethnic and socioeconomic student populations. Using the Experience Sampling Method (ESM), 3,529 samples of classroom experiences were analyzed along with self-reported grades. Similarities and differences in achievement, engagement, and quality of experience among white, black, Latino, and Asian students were examined. The most marked differences found were between black and white students. Consistent with several previous studies, an engagement–achievement paradox was found in which black students reported higher engagement, intrinsic motivation, and affect in classrooms, but lower GPA relative to white students. A similar engagement–achievement paradox was found for students from low SES communities compared to those from high SES communities. Analyses also revealed racial and ethnic differences in the relationship of engagement with on-task behavior and contextual factors. Being on-task when in classrooms had a more positive effect on the engagement of black students relative to white students. The contextual effect of being in school versus home or in public on engagement was also more positive for black students than white students. Contextual factors and measurement issues are emphasized in the interpretation of findings and suggestions for future research.
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Notes
The majority of students in college preparatory high schools reported being in a “general program,” and most of the students in the remaining schools reported being in a “college preparatory” program. Therefore, the vast majority of students in our sample considered themselves to be in either a college preparatory school or program, without sufficient variation to warrant controlling for track.
This was calculated as the regression coefficients divided by the square root of the residual level-2 variance.
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Acknowledgements
This research was supported by a grant from the Sloan Foundation. We wish to thank Charles Bidwell, Mihaly Csikszentmihalyi, Larry Hedges, and Barbara Schneider for their continued support as Principal Investigators of the Sloan Study of Youth and Social Development based at the University of Chicago. We are grateful to Dan Bolt at the University of Wisconsin, Madison for his helpful feedback on multilevel modeling. We also wish to thank Purva Rushi for her assistance in earlier drafts of the manuscript. The writing of the manuscript received the support of a Summer Research and Artistry Grant awarded by the Graduate School of Northern Illinois University. Opinions are those of the authors and not those of the funding agencies.
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Shernoff, D.J., Schmidt, J.A. Further Evidence of an Engagement–Achievement Paradox Among U.S. High School Students. J Youth Adolescence 37, 564–580 (2008). https://doi.org/10.1007/s10964-007-9241-z
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DOI: https://doi.org/10.1007/s10964-007-9241-z