Collective Expectations Protecting and Preventing Academic Achievement
High academic expectation—how far a student expects to get in school—is usually predictive of positive outcomes for a student. Yet less is known about mechanisms behind collective expectation: the proportion of students in a school who expect to pursue further studies. Using urban schools’ data from the Education Longitudinal Study 2002, this research examines how collective expectations affect short-term and long-term outcomes, and the predictors of these expectations. Through hierarchical linear models, I find that collective expectations are positively associated with academic outcomes, and that individual expectations remain significant even after controlling for socioeconomic status. I argue that the results illustrate how school structural and economic forces interact with collective expectations in protecting or preventing personal academic attainment.
Trinidad, J. E. (2019). Collective Expectations Protecting and Preventing Academic Achievement. Education and Urban Society, 51(9), 1147–1171. https://doi.org/10.1177/0013124518785444