Achievement Oriented: Developing Positive Academic Identities for Girl Students at an Urban School

Published

Journal Article

© 2018 AERA. The link between noncognitive skills and achievement is well established. There is much less evidence on how these skills are developed and transmitted to students, especially as it relates to girls that attend nonelite schools in non-Western settings. Drawing on insights from girl students attending an urban school in Ghana, this paper illustrates the role of school contexts in facilitating the development of noncognitive skills, namely, achievement-oriented identities—positive beliefs in one’s own ability and the translation of those beliefs into realizable actions. These identities act as useful tools for navigating the gender-specific challenges that impede girls’ abilities to achieve. These findings have implications for research on gender, noncognitive skills, and educational achievement in developing and developed societies.

Full Text

Duke Authors

Cited Authors

  • Nuamah, SA

Published Date

  • December 1, 2018

Published In

Volume / Issue

  • 55 / 6

Start / End Page

  • 1307 - 1338

International Standard Serial Number (ISSN)

  • 0002-8312

Digital Object Identifier (DOI)

  • 10.3102/0002831218782670

Citation Source

  • Scopus