Relationship influences on teachers' perceptions of academic competence in academically at-risk minority and majority first grade students

Abstract

This study examined the associations among child demographic variables, teacher perceptions of parent-teacher and student-teacher relationship quality, and teacher perceptions of children's academic abilities in an ethnically diverse sample of 607 academically at-risk first grade children. Relative to relationships with African American children and parents, teachers rated their relationships with White and Hispanic children and parents more positively. Measures of relationship quality added unique variance to teachers' perceptions of children's abilities, controlling for parent educational level and measured ability. Relationship variables fully mediated the association between African American status and teachers' perceptions of children's abilities. Implications of the findings for teacher in-service and professional development and for parent involvement programs are discussed.

An investigation of the relationship between teachers’ expectations and teachers’ perceptions of student attributes

“…Although several researchers have pointed to a gap in knowledge on the relationship among teacher expectations and student attributes other than their demographic background (Hecht and Greenfield 2002;Hughes et al 2005; Rubie-Davies 2010), a lack of empirical evidence remains. The aim of the present study was to contribute to knowledge on the issue why for some students the expectations of teachers do not correspond with students' performance.…”

“…A plausible explanation for this finding is that engaged students tend to be more compliant and exhibit appropriate classroom behavior, which may have contributed to their teachers' positive assessments and expectations (Rubie-Davies 2008). Finally, it has been found that the quality of the student-teacher relationship, as perceived by the teacher, is more closely related to teachers' expectations than the children's measured performance and background (Hughes et al 2005;RubieDavies 2010). Teachers had higher expectations of academic performance for students for whom they perceived a more positive student-teacher relationship.…”

“…Although this debate initially focused on ethnic minority groups in general, attention gradually shifted to equity in educational opportunities of students from Turkish and Moroccan backgrounds, as they constitute the largest minority groups in the Netherlands. However, little is known about factors other than students' abilities and background variables that shape teachers' expectations of the future academic performance of their students (Hecht and Greenfield 2002;Hughes et al 2005;Rubie-Davies 2008, 2010. Nonetheless, it is important to understand which factors, personal impressions, or perceptions shape teachers' expectations (Hughes et al 2005;LaVoie and Adams 1973), because the teachers' expectations may influence subsequent teacher behavior, student performance, and track placement (e.g., Bennet et al 1993;Brophy and Good 1970;Hamre and Pianta 2006;Helwig et al 2001;Ready and Wright 2011;Rubie-Davies 2007, 2008, 2010.…”

“…However, little is known about factors other than students' abilities and background variables that shape teachers' expectations of the future academic performance of their students (Hecht and Greenfield 2002;Hughes et al 2005;Rubie-Davies 2008, 2010. Nonetheless, it is important to understand which factors, personal impressions, or perceptions shape teachers' expectations (Hughes et al 2005;LaVoie and Adams 1973), because the teachers' expectations may influence subsequent teacher behavior, student performance, and track placement (e.g., Bennet et al 1993;Brophy and Good 1970;Hamre and Pianta 2006;Helwig et al 2001;Ready and Wright 2011;Rubie-Davies 2007, 2008, 2010. In shaping expectations of the future academic performance of students, teachers may partly rely on their perceptions of students' behavior in the classroom and the students' motivation while working on tasks (e.g., Bennet et al 1993;Driessen 2006;Hughes et al 2005;Kelly and Carbonaro 2012).…”

“…Nonetheless, it is important to understand which factors, personal impressions, or perceptions shape teachers' expectations (Hughes et al 2005;LaVoie and Adams 1973), because the teachers' expectations may influence subsequent teacher behavior, student performance, and track placement (e.g., Bennet et al 1993;Brophy and Good 1970;Hamre and Pianta 2006;Helwig et al 2001;Ready and Wright 2011;Rubie-Davies 2007, 2008, 2010. In shaping expectations of the future academic performance of students, teachers may partly rely on their perceptions of students' behavior in the classroom and the students' motivation while working on tasks (e.g., Bennet et al 1993;Driessen 2006;Hughes et al 2005;Kelly and Carbonaro 2012). Although it is generally assumed that teachers use these perceptions of student attributes in shaping expectations (RubieDavies 2008), the empirical evidence for an association between teachers' perceptions of student attributes and their expectations for students' future academic performance is rather limited.…”