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ERIC Number: ED110850
Record Type: Non-Journal
Publication Date: 1975
Pages: 42
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Effect of Teacher Expectancy Upon the Achievement and Intelligence Test Scores of Adult Students.
Rosenthal, Harriet P.
The primary purpose of this study was to replicate and extend research in the area of teachers expectancies toward an adult education population in a remedial course, the General Technical Review Course at a military base in the Southeastern United States. The students, 68 blacks, 27 whites, and 12 Spanish speakers were initially administered an achievement and an I.Q. test. Teachers (three white females and one black male) were informed that the tests were designed to identify "academic spurters." Approximately 20 percent of the students were randomly designated as "spurters" and the teachers given the "results." At the end of the course, students were again tested and teachers completed an evaluative rating form for each student. For the students, the results indicated that the self-fulfilling prophecy may have operated for the white experimental group but not for the nonwhite experimental group. For the teachers, analyzing the data by high-low achievement within race indicated that teachers credited white students who achieved (they had more personality, they studied better, and they were more personable), but black and Spanish-speaking students who achieved were not credited (the nonwhite high achievers were not differentiated from the nonwhite low achievers). A possible explanation is that "self-induced" teacher biases, prior expectancies based on race, were operating. (Author/JR)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A