Author(s) :

Milo Linn-Boggs, Teagan Peabody.

Volume/Issue :

Abstract :

The U.S. secondary education system shows persistent achievement gaps, especially along socioeconomic lines. Prior work has emphasized objective SES metrics and material measures of success, often overlooking students’ own definitions. This study aimed to: (1) collect baseline data for thematic analysis of high schoolers’ perspectives across school types (public, private non denominational, and alternative private non-denominational); (2) develop explanatory grounded theory; (3) interpret findings and propose causal mechanisms; and (4) translate insights into practice. Using a realist stance, we combined Straussian grounded theory with thematic analysis and a phenomenological interview approach while mitigating acquiescence, wording, and habituation biases. The MacArthur Scale of Subjective Social Status assessed perceived status in two contexts. Participants were 18 students (ages 15–18; grades 9–11) from nine schools. Semantic and latent themes were generated inductively through a five-step process; grounded theory used a three-step Straussian procedure. Two central themes emerged: (1) “success means different things to me” (multiplicity of definitions) and (2) “where ideas come from” (the social construction of success). The core concept was “calibrating academic success between external benchmarks and personal growth within the realities of available support.” Grades and college were the most common definitions (17/18); mastery and curiosity was second (7/18 interviews). Interviews with multiple definitions (10/18) were associated with higher subjective social status scores. These findings provide baseline data and theory on how students’ meanings of success shape their educational experiences and relate to perceived social position.