Abstract
Theories of adolescent expectation formation hypothesize that socially and academically disadvantaged students are less responsive to signals about their academic performance when forming educational expectations. To test this hypothesis, I examine variation in student responses to new information about their academic performance by a rich set of background characteristics. I find little support for the hypothesis. In contrast, low-SES students who are high performing or come from supportive home environments appear to be the most responsive to new information about their academic performance. I discuss the implications of this finding for research on expectation formation among adolescents.
| Original language | English |
|---|---|
| Journal | The Sociological Quarterly |
| Volume | 60 |
| Issue number | 4 |
| Pages (from-to) | 716-737 |
| ISSN | 0038-0253 |
| DOIs | |
| Publication status | Published - 2 Oct 2019 |