ERIC Number: ED420620
Record Type: Non-Journal
Publication Date: N/A
Reference Count: N/A
Low Expectations by Teachers within an Academic Context.
Strong, Wallace C.
This paper summarizes various studies exploring the effects of racial bias on poor academic performance by Native Americans. Historically, school counselors and teachers have had low expectations for their Native American students. A 1968 study of Native American dropouts indicated that home support was a major factor in students' dropout behavior, as was lack of encouragement from the school. A 1993 study of 991 Native American women reported that Native American students were told in both direct and indirect ways that they were not worthy or good at anything. Many Native American students are encouraged to pursue a vocational rather than academic track. Native American writers and researchers note that this attitude persists, despite attempts at reform, and teachers' low expectations of Native American students confirm other teachers' doubts about these students' performance in the classroom. The literature documents the interactional behavior between teacher expectations and student achievement. This interaction is a dominant influence underlying teacher collaboration with young Indians in the classroom. (SM)
Descriptors: American Indians, Educational Discrimination, Elementary Secondary Education, Low Achievement, Minority Group Children, Racial Discrimination, Self Fulfilling Prophecies, Students, Teacher Attitudes, Teacher Expectations of Students, Teacher Influence, Teacher Student Relationship, Teachers
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A