'People Like Me Don't Do Well at School': The Roles of Identity Compatibility and School Context in Explaining the Socioeconomic Attainment Gap

Autor/inn/en	Easterbrook, Matthew J.; Nieuwenhuis, Marlon; Fox, Kerry J.; Harris, Peter R.; Banerjee, Robin
Titel	'People Like Me Don't Do Well at School': The Roles of Identity Compatibility and School Context in Explaining the Socioeconomic Attainment Gap
Quelle	In: British Journal of Educational Psychology, 92 (2022) 3, S.1178-1195 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Easterbrook, Matthew J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12494
Schlagwörter	Foreign Countries; High School Students; Student Attitudes; Self Concept; Identification (Psychology); Low Income Students; Achievement Gap; Stereotypes; High Achievement; Low Achievement; Lunch Programs; Eligibility; Economically Disadvantaged; Congruence (Psychology); United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Selbstkonzept; Klischee; Unterdurchschnittliche Leistung; Mittagessen; Eignung; Congruence; Psychology; Kongruenz; Psychologie
Abstract	Background: School students who are eligible for reduced or free school meals (FSM) -- an indicator of economic disadvantage -- have lower academic attainment than their peers. Aims: We investigated whether identity compatibility -- the perceived compatibility between one's social identities and the stereotype of a high-achieving student -- contributes to this socioeconomic attainment gap, and whether the association between socioeconomic status and identity compatibility is moderated by school context. Sample: Our sample was 4,629 students aged 15-16 years old across 29 schools in England. Method: We assessed students' perceptions of identity compatibility via self-report questionnaires 8 months prior to them taking national, standardized exams. Results: Multilevel regression analyses revealed a negative indirect effect from eligibility for FSM to exam results via identity compatibility. These effects existed even while accounting for students' gender and language status, other psychological variables known to predict academic attainment, and their previous exam results. Furthermore, school context moderated the relationship between FSM eligibility and identity compatibility. In line with the identities in context model of educational inequalities, there was a significant negative association between FSM and identity compatibility only for students attending schools in which there was previously a relatively large socioeconomic attainment gap. Conclusions: Our results demonstrate the importance of social psychological variables in explaining educational inequalities, and of the local educational context in determining the educational experience of students from lower socioeconomic status backgrounds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11