Abstract
Parents and teachers expect children from higher socioeconomic backgrounds to excel academically, relative to socioeconomically disadvantaged children. When children from high socioeconomic homes experience academic failure, the discrepancy between adult expectations and child performance is comparatively large. This expectancy/performance discrepancy results in lowered self-concepts. On the other hand, children with disadvantaged backgrounds do not experience lowered self-concept as a result of academic failure, since the adult expectancy /child performance discrepancy is comparatively small.
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