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ERIC Number: EJ921695
Record Type: Journal
Publication Date: 2011-Apr
Pages: 26
Abstractor: As Provided
Reference Count: 56
ISSN: ISSN-0002-8312
Accuracy and Inaccuracy in Teachers' Perceptions of Young Children's Cognitive Abilities: The Role of Child Background and Classroom Context
Ready, Douglas D.; Wright, David L.
American Educational Research Journal, v48 n2 p335-360 Apr 2011
Teachers' subjective understandings of their students' cognitive abilities have important implications for classroom interactions, children's access to resources and opportunities, and educational equity more broadly. Using nationally representative data and three-level hierarchical linear models, this study explored the links between teacher perceptions and children's sociodemographic backgrounds. The authors find that teachers perceive substantial racial-ethnic, socioeconomic, and gender differences in children's literacy skills. Roughly half of these disparities are explained by actual between-group differences. The remaining perceptual inaccuracies flow more from classroom characteristics than from teachers' professional or personal backgrounds (e.g., their own race or ethnicity). Specifically, holding students' social and academic backgrounds constant, the authors find that teachers in lower-socioeconomic-status and lower-achieving contexts more often underestimate their students' abilities. These results highlight the importance of recent policy efforts to avoid isolating traditionally disadvantaged children. (Contains 5 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey