Achievement Oriented: Developing Positive Academic Identities for Girl Students at an Urban School

Autor/in	Nuamah, Sally A.
Titel	Achievement Oriented: Developing Positive Academic Identities for Girl Students at an Urban School
Quelle	In: American Educational Research Journal, 55 (2018) 6, S.1307-1338 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831218782670
Schlagwörter	Females; Self Concept; Urban Schools; Academic Achievement; Foreign Countries; Educational Environment; Academic Ability; Gender Differences; Secondary School Students; Student Attitudes; Student Characteristics; Women Administrators; Administrator Role; Teaching Methods; Religious Education; Moral Development; Christianity; Self Control; Academic Persistence; School Role; Disadvantaged; Higher Education; Ghana + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Selbstkonzept; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schulleistung; Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Geschlechterkonflikt; Sekundarschüler; Schülerverhalten; Weibliche Führungskraft; Teaching method; Lehrmethode; Unterrichtsmethode; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Moralische Entwicklung; Christentum; Selbstbeherrschung; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	The link between noncognitive skills and achievement is well established. There is much less evidence on how these skills are developed and transmitted to students, especially as it relates to girls that attend nonelite schools in non-Western settings. Drawing on insights from girl students attending an urban school in Ghana, this paper illustrates the role of school contexts in facilitating the development of noncognitive skills, namely, "achievement-oriented identities"--positive beliefs in one's own ability and the translation of those beliefs into realizable actions. These identities act as useful tools for navigating the gender-specific challenges that impede girls' abilities to achieve. These findings have implications for research on gender, noncognitive skills, and educational achievement in developing and developed societies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01