NotesFAQContact Us
Search Tips
ERIC Number: ED106185
Record Type: RIE
Publication Date: 1975
Pages: 29
Abstractor: N/A
Reference Count: 0
Teacher Discrimination and Self-Fulfilling Prophesies.
Williams, Trevor
The purpose of the investigation reported here is to test and extend the argument that teachers engage in subtle forms of discrimination in the classroom. Further, other arguments suggested are that teachers base this discrimination on ascribed characteristics of the student; manifest this discrimination in the form of differential expectations for students' academic performances with parallel differences in behavior toward students; affect student learning thereby; and, by doing these things, contribute to the transmission of social inequalities from one generation to the next. A model is developed to provide a systematic representation of the main components of the self-fulfilling prophesy argument. A postulated reciprocal relationship between teachers' cognitive and normative evaluations of students is central to the model. Data comes from 16,000 male and female students who began high school in a major Canadian city in 1959. No evidence of socioeconomic discrimination is found, although sex and ability influences on teacher expectations are demonstrated. However, teachers' cognitive expectations are found to be substantially affected by the students' classroom behavior, a link in the self-fulfilling prophesy argument. Despite this, the data offer no support to the argument. (Author/JH)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: A paper prepared for the Annual Meeting of the American Educational Research Association (Washington, D. C., April 1975)