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ERIC Number: EJ975282
Record Type: Journal
Publication Date: 2012
Pages: 31
Abstractor: As Provided
Reference Count: 115
ISBN: N/A
ISSN: ISSN-0380-2361
Self-Fulfilling Prophecy: How Teachers' Attributions, Expectations, and Stereotypes Influence the Learning Opportunities Afforded Aboriginal Students
Riley, Tasha; Ungerleider, Charles
Canadian Journal of Education, v35 n2 p303-333 2012
Educational decisions made about students often have consequences for their subsequent employment and financial well-being, therefore it is imperative to determine whether teacher decisions are discriminatory. This study examines how factors such as race, class, and gender influence the decisions teachers make regarding Aboriginal students. The study demonstrates that teachers do attribute certain factors to Aboriginal students, which may influence students' classroom placement. Findings may help both sensitize teachers to the implications of their beliefs and biases as well as promote the development of policies and practices to eliminate biased decision-making. (Contains 3 tables, 3 figures and 2 footnotes.)
Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: http://www.csse.ca/CJE/General.htm
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada