Abstract
The purpose of this study was to examine whether school disciplinary climate and grit predicted low socioeconomic status (SES) students being high achievers in mathematics and science with a representative sample of 15-year-old students in the United States. Our analysis, using a two-level logistic hierarchical linear model (HLM), indicated both disciplinary climate and grit were significantly associated with low-SES students’ high achievement in math and science. Low-SES students who perceived themselves as having a higher level of grit and whose classrooms had better disciplinary climate were much more likely to be high achievers. This finding provided supplemental evidence to the limited number of existing studies which suggest achievement gaps could be narrowed by addressing school climate and student grit. In conclusion, we discussed what implications this study could offer for future educational research and policy.
Recommended Citation
Huang, Haigen and Zhu, Hao
(2017)
"High Achievers from Low Socioeconomic Backgrounds: The Critical Role of Disciplinary Climate and Grit,"
Mid-Western Educational Researcher: Vol. 29:
Iss.
2, Article 2.
Available at:
https://scholarworks.bgsu.edu/mwer/vol29/iss2/2
