Classroom environments and the stratification of pupils' ability perceptions.

Abstract

Rosenholtz and Simpson have suggested that the task structures, ability grouping practices, and evaluation practices present in a classroom are important determinants of the degree which children's ability perceptions become stratified within the classroom. The effects of classroom practices on stratification of pupils' self-perceptions of ability were estimated in 67 upper elementary classes from schools in predominantly white, middle-income communities. The results suggest that the effects of task structure depend on the (actual dispersion of ability levels) in the class. In classes in which talent dispersion was high, differentiated task structures were associated with lower levels of stratification than were undifferentiated task structures. This effect disappeared in classes in which talent dispersion was low. The dispersion of report card grades, but not the frequency and emphasis of grading, was positively related stratification. The implications of the results for educational theory and practice arc discussed. In one recent investigation, only 36% of a fifth- and sixthgrade sample indicated that they would probably or definitely take more if they didn't have to (Achievement Research Laboratory, 1986). One reason why some pupils want avoid mathematics is that they believe that they are poor at the subject (Eccles & Wigfield, 1985). Do certain classroom practices increase the likelihood that children will decide that they are poor at math? What classroom factors promote the development of large differences in pupils' ability perceptions so that some believe that they are math whizzes and others feel hopelessly incompetent? Why do pupils in some classes develop ability perceptions that tend agree with their teacher's perceptions of them, whereas in other classes even pupils who the teacher thinks are untalented somehow maintain enough confidence in their ability continue persevering in math? In this study I tested possible answers these questions by examining the relation between certain features of the classroom environment (task structures, grading practices, and grouping patterns) and the stratification of children's self-perceptions of ability.