The role of academic optimism in high-achieving, low socioeconomic schools

Sacco, Katrina Nicole (2023) The role of academic optimism in high-achieving, low socioeconomic schools. Doctoral thesis, Northern Arizona University.

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Abstract

Academic optimism is a construct which was conceptualized to explain specific aspects of school culture. The construct comprises three main components and is based on positive psychology, optimism, and social capital (Hoy et al., 2006). The three main sub-concepts are collective efficacy, academic emphasis, and faculty trust. The construct consists of behavioral (academic emphasis), cognitive (collective efficacy), and affective (faculty trust) elements (Woolfolk Hoy, 2012). The three factors have interdependent relationships, supporting one another (Kirby & DiPaola, 2009). This study uses the lens of academic optimism to explore the beliefs and experiences within two schools with high student achievement and low socioeconomic status students. This study uses the case study method to examine two schools that have low socioeconomic status and high student achievement. The findings revealed that both schools had high levels of academic optimism according to the School Academic Optimism Survey as well as the investigator’s qualitative findings. The study revealed that the attributes of high-performing, low-socioeconomic-status schools are varied, but some common elements existed between the two schools studied. They both display high levels of academic optimism as measured by the SAOS. They both have procedures that are focused on guiding instruction with assessment data. These schools focus on cultivating a robust academic culture and strong relationships with their students' families. Both schools have systems in place to support struggling learners and accelerate higher achieving students. Western Elementary School did so through their NIET systems, while Juniper Elementary School used an MTSS process to support these different needs. The findings also revealed that academic optimism was observed and frequently demonstrated within the two schools studied. Teachers and principals alike spoke about their commitment to excellence in academics (academic emphasis), their strategies to overcome challenges and grow as educators (collective efficacy), and their commitment to strong relationships with families and students (faculty trust).

Item Type:	Thesis (Doctoral)
Publisher’s Statement:	© Copyright is held by the author. Digital access to this material is made possible by the Cline Library, Northern Arizona University. Further transmission, reproduction or presentation of protected items is prohibited except with permission of the author.
Keywords:	Academic Optimism; Achievement Gap
Subjects:	L Education > LB Theory and practice of education
NAU Depositing Author Academic Status:	Student
Department/Unit:	Graduate College > Theses and Dissertations College of Education > Teaching and Learning
Date Deposited:	16 Oct 2025 16:31
Last Modified:	16 Oct 2025 16:31
URI:	https://openknowledge.nau.edu/id/eprint/6208

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