ERIC Number: EJ789800
Record Type: Journal
Publication Date: 2008-Jun
Reference Count: 0
Teacher Expectations, Classroom Context, and the Achievement Gap
McKown, Clark; Weinstein, Rhona S.
Journal of School Psychology, v46 n3 p235-261 Jun 2008
In two independent datasets with 1872 elementary-aged children in 83 classrooms, Studies 1 and 2 examined the role of classroom context in moderating the relationship between child ethnicity and teacher expectations. For Study 1 overall and Study 2 mixed-grade classrooms, in ethnically diverse classrooms where students reported high levels of differential teacher treatment (PDT) towards high and low achieving students, teacher expectations of European American and Asian American students were between 0.75 and 1.00 standard deviations higher than teacher expectations of African American and Latino students with similar records of achievement. In highly diverse low-PDT classrooms in Study 1 and highly diverse low-PDT mixed-grade classrooms in Study 2, teachers held similar expectations for all students with similar records of achievement. Study 3 estimated the contribution of teacher expectations to the year-end ethnic achievement gap in high- and low-bias classrooms. In high-bias classrooms, teacher expectancy effects accounted for an average of 0.29 and up to 0.38 standard deviations of the year-end ethnic achievement gap.
Descriptors: Academic Achievement, Asian American Students, Classroom Environment, Teacher Expectations of Students, Elementary School Students, Elementary School Teachers, Teacher Attitudes, Student Diversity, African American Students, Hispanic American Students, White Students, Correlation, Social Bias, Teacher Behavior, Context Effect, Racial Differences
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education
Authoring Institution: N/A