The Achievement Syndrome: A Psychocultural Dimension of Social Stratification

The generalization that upward mobility is greater with the Me than lower strata has been explained in various ways, particularly according to differential `life chances'. According to the present thesis, differential vertical mobility may also be explained by differences in motives & values of SC's. The class position of M sophomores in New Haven high schools is obtained according to Hollingshead's Index of Social Position. It is hypothesized that social strata are dissimilar with respect to: (1) achievement motivation, or concern with attainment of a high goal in an area involving competition with a standard of excellence; & (2) achievement value orientation, or an awareness of, understanding of, importance of, & willingness to undertake steps necessary for achievement. Achievement motivation is measured through a TAT. The more an individual's reaction contained evaluative judgments, the greater achievement motivation was considered part of his personality. It is discovered that 83% of Class I & II subjects as compared with 23% of Class V (p = .001) have high achievement motivation scores. Achievement values are measured by questionaire responses to statements concerning an individual's: (1) belief in his ability to manipulate his environment; (2) acceptance of the worth of planning & sacrificing in the present for future gains; & (3) feelings regarding independence of family ties. It is discovered that the Mc is characterized by a larger % of persons with achievement oriented values than the lower strata. Achievement motivation is further found to be associated with scholastic grades & achievement values with educ'al aspiration. It is concluded that achievement motivation & values are in part responsible for differential class rates in vertical mobility. Child rearing practices conducive to the learning of high achievement motivation & values are discussed. W. F. Kenkel.