Grade expectations: the interaction of race, gender, school culture, and students' scholastic expectations

Abstract

There is a growing body of research dedicated to how students' identities and role models inform students' ideas about career aspirations (Lareau 2011; Tan, Barton, Kang & O'Neill 2013; Kerr, Vuyk, & Rea, 2012); the current study will use an intersectional framework to analyze student's scholastic expectations. By using a random intercept ordinal logistic regression including several interaction terms, this study not only looks at the characteristics of students, but also school characteristics, to paint a broader picture of what shapes students' expectations of how far in school they will go.