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Most HS Students don’t like to do any more school work than they have to.

From: What Doesn't Meet the Eye: Understanding and Addressing Racial Disparities in High-Achieving Suburban Schools. By Ronald F. Ferguson. Wiener Center for Social Policy, John F. Kennedy School of Government, Harvard University. October 21, 2002.

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Most HS Students don’t like to do any more school work than they have to.

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  1. From: What Doesn't Meet the Eye: Understanding and Addressing Racial Disparities in High-Achieving Suburban Schools. By Ronald F. Ferguson. Wiener Center for Social Policy, John F. Kennedy School of Government, Harvard University. October 21, 2002

  2. From: What Doesn't Meet the Eye: Understanding and Addressing Racial Disparities in High-Achieving Suburban Schools. By Ronald F. Ferguson. Wiener Center for Social Policy, John F. Kennedy School of Government, Harvard University. October 21, 2002

  3. Most HS Students don’t like to do any more school work than they have to. From: What Doesn't Meet the Eye: Understanding and Addressing Racial Disparities in High-Achieving Suburban Schools. By Ronald F. Ferguson. Wiener Center for Social Policy, John F. Kennedy School of Government, Harvard University. October 21, 2002

  4. “What does he mean ‘You are doing very well for a Black student’?!” Do you think he will tell a White student, “You are doing very well for a White student? • Why should we work hard when the professor thinks that we are not good enough? • He only teaches to the smart students.

  5. “I always knew exactly what was expected of me, and was provided the tools to deliver.” • “There are always ways to make things better, even when we could not ‘fix’ them.” • My professor believed in me.

  6. “Students congratulated for their intelligence shied away from a challenging assignment – they wanted an easy one instead.”(Dweck, 2007)

  7. “When we gave everyone hard problems anyway, those praised for being smart became discouraged, doubting their abilities. And their scores…declined as compared with their previous results on equivalent problems.” (Dweck, 2007)

  8. Children who believe that intelligence is a fixed trait tend to believe that “having to work hard means they are dumb.”(Dweck, 2007).

  9. “Wow…that’s a really good score, you must have worked really hard.”

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