This study examined group differences in the academic achievement beliefs of African American adolescents. The participants (N = 102) were involved in an academic enrichment program. Analyses of variance assessed gender and achievement level differences in the early adolescents' achievement beliefs regarding math and science. Results showed that boys had more positive beliefs about their abilities and expectancies for success in math and science than did girls, and boys valued science more than did the girls. In math, lower achieving females stated that they tried harder than did lower achieving males, and higher achieving males believed they tried harder than did higher achieving females. Higher achieving students valued math and science more than did the lower achieving students. For science, higher achievers believed they tried harder and held more positive beliefs about their science abilities. Students earning higher grades in science were more likely to attribute it to their efforts.
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