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Optimism in the Face of Despair: Black‐White Differences in Beliefs About School as a Means for Upward Social Mobility

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  • Angel L. Harris

Abstract

Objective. This study aims to provide a better understanding of how beliefs about the system of social mobility affect students' schooling outcomes. Previous studies reach conflicting conclusions because they conflate two forms of beliefs about social mobility (i.e., perceived value of school and perceived barriers despite schooling). Methods. The Maryland Adolescence Development In Context Study (MADICS) is used to examine black‐white differences in beliefs about the value of school and barriers to upward mobility despite schooling and how these beliefs predict academic achievement and educational attainment. Results. The analyses show that relative to whites, blacks hold stronger beliefs in both the value of school and barriers to social mobility, and have greater affective attitudes toward schooling. However, belief in barriers to social mobility is not consequential for academic outcomes. Conclusions. Beliefs about upward mobility are mechanisms by which the opportunity structure influences individuals' schooling behaviors and making clear distinctions between various beliefs about the system of social mobility can refine the understanding of this link. This study suggests that individuals make nuanced distinctions about the role of schooling for upward mobility, each with separate effects on academic outcomes.

Suggested Citation

  • Angel L. Harris, 2008. "Optimism in the Face of Despair: Black‐White Differences in Beliefs About School as a Means for Upward Social Mobility," Social Science Quarterly, Southwestern Social Science Association, vol. 89(3), pages 608-630, September.
    • Handle: RePEc:bla:socsci:v:89:y:2008:i:3:p:608-630
    DOI: 10.1111/j.1540-6237.2008.00551.x
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    References listed on IDEAS

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    1. Roland G. Fryer & Steven D. Levitt, 2004. "Understanding the Black-White Test Score Gap in the First Two Years of School," The Review of Economics and Statistics, MIT Press, vol. 86(2), pages 447-464, May.
    2. Murnane, Richard J & Willett, John B & Levy, Frank, 1995. "The Growing Importance of Cognitive Skills in Wage Determination," The Review of Economics and Statistics, MIT Press, vol. 77(2), pages 251-266, May.
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    Cited by:

    1. Jonathan J. B. Mijs, 2018. "Inequality Is a Problem of Inference: How People Solve the Social Puzzle of Unequal Outcomes," Societies, MDPI, vol. 8(3), pages 1-17, August.
    2. Greenburg, Jordan E. & Hines, Caitlin & Winsler, Adam, 2020. "Predictors of school mobility from public school pre-K to kindergarten," Children and Youth Services Review, Elsevier, vol. 119(C).
    3. Roland G. Fryer, Jr, 2013. "Information and Student Achievement: Evidence from a Cellular Phone Experiment," NBER Working Papers 19113, National Bureau of Economic Research, Inc.
    4. Fryer, Roland G., 2016. "Information, non-financial incentives, and student achievement: Evidence from a text messaging experiment," Journal of Public Economics, Elsevier, vol. 144(C), pages 109-121.

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