Investigating Teacher Expectations By Ethnicity In New Zealand

Rubie-Davies, Christine M.; Peterson, Elizabeth R.; Flint, Annaline; Garrett, Lynda; Donald, Lyn Mc; Watson, Penelope; O'Neill, Heather M.

doi:10.15405/futureacademy/ejsbs(2301-2218).2012.2.10

Cited by 4 publications

(9 citation statements)

References 15 publications

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“…Recent findings suggest that, on average, teachers tend to have negatively biased expectations for the achievement of ethnic minority groups (Demie, 2019; Donlevy et al, 2016; Rubie-Davies et al, 2013; Rubie-Davies et al, 2013; Tenenbaum and Ruck, 2007; Villegas and Irvine, 2010). A number of research studies in the UK also suggested that one of the reasons for the underachievement of Black Caribbean students in schools in England is teachers’ low expectations (Demie and Mclean, 2017).…”

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

“…Researchers have long highlighted the importance of teacher expectations in facilitating students’ learning (De Boer et al, 2018; Rubie-Davies et al, 2013). The studies by Rubie-Davies et al (2013) and De Boer et al (2018) pointed out that:Teachers differed in their average level of expectations for their students in the classroom, and that this was reflected in their teaching behaviour. High-expectation teachers spent more time on providing a framework for students’ learning, provided more feedback, questioned their students by using more higher order questions, and managed the students’ behaviour more positively compared with the teachers with a low level of average expectations.…”

Section: Resultsmentioning

confidence: 99%

“…(McKown and Winston, 2008). Rubie-Davies et al (2013) studies further reported ‘that African American students in the USA were academically well engaged in class where students perceived that their teachers had high expectations for them’ (see Rubie-Davies et al, 2013 (69: 259). His findings also suggested the students put less effort into classes where they believed that their teachers had low expectations of them.…”

Section: Introductionmentioning

confidence: 99%

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Tackling teachers’ low expectations of Black Caribbean students in English schools

Demie

2022

Equity in Education & Society

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The underachievement of Black Caribbean students has been a persistent problem facing national policymakers in English schools for many years. Drawing on case study evidence, this article has looked into the experience and views of teachers, parents, governors and school staff about the effect of teachers’ low expectations on Black Caribbean students and the reasons for their underachievement in English schools. Evidence suggests teachers’ low expectation is one of the factors that hindered the achievement of Black Caribbean students. Low expectations manifest in several ways, including harsher reprimands, racist stereotyping, unconscious and conscious bias, as well as being overlooked to answer questions, and is set in low ability groups. The recommendations from this study are that schools should challenge teachers through training and the effective use of an inclusive curriculum that provides students with knowledge about the histories, cultures and contributions of diverse groups.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Tackling teachers’ low expectations of Black Caribbean students in English schools

Demie

2022

Equity in Education & Society

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“…Positive benefits of the intervention were reported for student academic outcomes (Rubie-Davies and Rosenthal, 2016) and success in modeling the practices of high expectation teachers (McDonald et al, 2014; Rubie-Davies et al, 2015). Further, the consequences of inaccurate teacher expectations for gifted readers (Garrett et al, 2015), the relationship between student ethnicity and teacher expectations (Rubie-Davies et al, 2013), and the influence of teacher gender on teacher expectations in mathematics and reading (Watson et al, 2016, 2017) have already been explored. The current study marked a starting point in exploring whether the intervention was related to changes in student self-beliefs.…”

Section: Introductionmentioning

confidence: 99%

Mathematics Self-Concept in New Zealand Elementary School Students: Evaluating Age-Related Decline

2019

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The underrepresentation of females in mathematics-related fields may be explained by gender differences in mathematics self-concept (rather than ability) favoring males. Mathematics self-concept typically declines with student age, differs with student ethnicity, and is sensitive to teacher influence in early schooling. We investigated whether change in mathematics self-concept occurred within the context of a longitudinal intervention to raise and sustain teacher expectations of student achievement. This experimental study was conducted with a large sample of New Zealand primary school students and their teachers. Data were analyzed using longitudinal multilevel modeling with mathematics self-concept as the dependent variable and time (which represents students’ increasing age each year), gender, and ethnicity entered as predictors and achievement in mathematics included as a control variable. Interaction terms were also explored to investigate changes over time for different groups. All students demonstrated a small increase in mathematics self-concept over the 3-year period of the current study but mathematics self-concept was consistently greater for boys than girls. Māori, Asian, and Other students’ initial mathematics self-concept was higher than that of New Zealand European and Pacific Islanders’ (after controlling for achievement differences). However, a statistically significant decline in mathematics self-concept occurred for Māori students alone by the end of the study. The expected age-related reduction over time in student mathematics self-concept appeared to be mitigated in association with the longitudinal study. Nevertheless, the demonstration of a comparatively lower mathematics self-concept remained for girls overall and declined for Māori. Our results reinforce implications for future research into mathematics self-concept as a possible determinant of female student career choices.

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Disproportionality in the attainment of pupils with special educational needs at the end of primary school in England

Demie¹

2022

British J Special Edu

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This research article aims to examine disproportionality in the attainment of pupils with special educational needs at the end of primary education. The sample consisted of 3,025 pupils who completed Key Stage 2 in one LA in London. Two methodological approaches were used in the data collection. The background data related to special educational needs were collected as part of the January school census and this was then matched at the pupil level to their Key Stage 2 results collected by the Department for Education for all state‐educated pupils in England at end of the summer term. The data were then analyzed further using descriptive statistics. The findings of the analysis of Key Stage 2 results show that pupils with special educational needs in England are much less likely to meet the expected standard, raising key concerns for policymakers and teachers. A number of factors were identified, including pupils' type of need, gender, socio‐economic status, ethnic background and exclusions rate. The data show that some ethnic minorities are more likely to be identified with some types of special educational need compared to White British pupils. Policy implications for tackling disproportionality in special educational needs and further research are discussed in the concluding section.

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Investigating Teacher Expectations By Ethnicity In New Zealand

Cited by 4 publications

References 15 publications

Tackling teachers’ low expectations of Black Caribbean students in English schools

Tackling teachers’ low expectations of Black Caribbean students in English schools

Mathematics Self-Concept in New Zealand Elementary School Students: Evaluating Age-Related Decline

Disproportionality in the attainment of pupils with special educational needs at the end of primary school in England

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