The American Achievement Ideology as Perceived by Urban African-American Students

Abstract

A study was conducted to explore gender differences in the American achievement ideology among 148 gifted and nongifted African-American males and females in an urban school district. Also explored were the perceptions these students had regarding social, cultural, and psychological determinants of achievement and underachievement. Results did not indicate differential determinants of under-achievement by gender; however, statistically significant differences were found by academic program (gifted and nongifted). Gifted students expressed the greatest support for the achievement ideology. Implications are drawn and recommendations are offered for urban educators and those working with African-American children.

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