Triarchic Model of Minority Children's School Achievement

AbstractSchools in the United States have attained greater and lesser degrees of success in providing educational experiences that facilitate the achievement of children of color. Although research from a variety of perspectives has provided a solid foundation for understanding the achievement and underachievement of children of color, much remains unknown in the understanding of the patterns of school achievement among minority children. In the Triarchic Model of School Achievement, the form and perceived function of school, the family's cultural norms and beliefs about education and development, and the characteristics of the child are considered as factors contributing to minority children's school achievement. It is argued that focusing on only one component provides limited understanding of the complex environment that contributes to minority children's school achievement. This article is part of the following collections: Race, Educational Psychology, and Educational Psychologist