ERIC Number: ED063422
Record Type: RIE
Publication Date: 1972-Apr
Reference Count: 0
The Effect of Pupils' Race, Class, Test Scores, and Classroom Behavior on the Academic Expectancies of Southern and Non-Southern White Teachers.
Long, Barbara H.; Henderson, Edmund H.
This investigation of the causal dynamics of teacher expectancies is carried out in an artificial setting, making use of contrived stimulus children. Characteristics of stimulus persons were varied in a 2 by 2 factorial design. Pupil characteristics included race (black or white) and class (lower or middle). Different groups of subjects rated each cell of the design. It was hypothesized that high test scores and active and attentive classroom behavior would be associated with higher expectancies in teachers. It was also hypothesized that the results of an earlier study would be replicated, viz. that teachers' ratings of certain behaviors which could be classified as "activity" and as "attentiveness" would predict academic success. The complete design thus amounted to a 3 by 25 factorial, with scores, activity and attention of the stimulus children as repeated measures. Subjects were 120 white elementary school teachers of both sexes attending summer schools. All had taught at least two years. Half of the teachers had been born and always lived in the South; the other half had lived in at least one non-Southern state. Subjects used a five-point scale to assess the probability that children who had just entered school would be reading at grade level by the beginning of grade two. (Author/JM)
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Identifiers: United States (North); United States (South)
Note: Paper presented at the annual meeting of the American Educational Research Association, Chicago, Ill., April 1972