Dimensions of Powerlessness Among Black and White High School Students

Abstract

An emerging variable of importance inthe study of racial differences in academic achievement is that of powerlessness. Defined by Seeman as expectancy or probability held by the individual that his own behavior cannot determine the occurrence of the outcomes, or reinforcements, he seeks,1L powerlessness has proved useful in explaining a variety of psycho-social behaviors. Of interest for educational research is the evidence accruing from the literature which indicates that powerlessness or lack of control over one's destiny is related to academic achievements And of particular relevance for the education of Blacks are the findings of the Coleman Report3 which show that feelings of control explain more achievement variance for black than for white students. Although potentially a key element in one of the most crucial problems facing educational researchers today, studies of powerlessness have thus far neglected to examine empirically the structure of this variable.