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A comparison of perceptions of barriers to academic success among high-ability students from high- and low-income groups: Exposing poverty of a different kind
Cross, Jennifer Riedl Frazier, Andrea Dawn Kim, Mihyeon Cross, Tracy L.
Cross, Jennifer Riedl
Frazier, Andrea Dawn
Kim, Mihyeon
Cross, Tracy L.
Abstract
In 14 focus group interviews, sixth- to eighth-grade high-ability students from high- (n = 36) and low-income (n = 45) families were asked to describe the barriers they perceived to their academic success. Three themes were identified through the qualitative analysis: Constraining Environments, Integration versus Isolation, and Resource Plenty versus Resource Poor. Students in both groups experienced environments not conducive to learning, inhibiting peers, and teachers as a barrier. Students in the low-income group described mayhem in their schools, which interfered significantly with learning. These students were highly integrated in their school community, whereas the students in the high-income group were socially isolated from both peers and teachers. Both groups exhibited issues of poor fit within their schools: autonomy and competence for both, relatedness for students in the high-income group. Attention to these issues will help support these students in achieving their potential.
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2017-11-04
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Education
DOI
https://doi.org/10.1177/0016986217738050