Self-fulfilling prophecy not: using cultural assets to beat the odds

The meta-narrative of self-fulfilling prophecy in the different research areas

“…The core theme of stereotypes and stigmatisation clearly built on Merton's example of these, undeniably considering that these are "false" constructs representing a social "threat"and disregarded how they could be "true" or mean opportunities. Within that, focusing on cultures, ethnicities and race, it solely examined Latinos' situation in American education quite contradictorily: Guyll et al (2010) was convinced that Latinos' relatively low educational outcomes were linked to stereotypes and stigmas boosting negative SFPs; Hayes et al (2013) believed that Latinos resisted to fall as victims of expectations for their performance (which is not a self-fulfilling but a self-defeating prophecy 4 ). Since both provided evidence for their assumption through rigorous empirics, the question arises: do Latinos meet or fail to meet stigmas-signalled expectations?…”

Understanding elementary teachers' perceptions of students of color and low socioeconomic status students

“…Rist (1970Rist ( /2000 found that this normative group coincided closely with the type of group the teacher participated in as an adult and in their childhoods (Rist, 1970(Rist, /2000. When teachers ascribe higher status and capability assessment to students who fit this normative reference group, this disadvantages Students of Color discounting African American and Latinx students' abilities, often placing them in lower ability grouping tracks (Hayes et al, 2013). These misplacements occur even when the achievement outcomes of Students of Color are equal to those of their White peers (Weinstein et al, 2004).…”

“…Many researchers have substantiated that students' successes hinge on the potential identified and communicated to students by their teachers, both verbal and nonverbal communication, by means of self-fulfilling prophecy (Fischbach et al, 2013;Hayes, Montes, & Schroeder, 2013;Riley & Ungerleider, 2012;Rist, 1970Rist, /2000Weinstein, Gregory, & Strambler, 2004;Zimmerman, 2017). Researchers, however, are unable to conclude whether the effects of self-fulfilling prophecy accumulate or dissipate with time (Alvidrez & Weinstein, 1999;Fischbach et al 2013).…”

“…These misplacements occur even when the achievement outcomes of Students of Color are equal to those of their White peers (Weinstein et al, 2004). When historically marginalized students are aware of stereotypes, they underperform in high stakes testing conditions Weinstein et al, 2004), experience higher dropout rates, and lower college matriculation and graduation rates (Hayes et al, 2013). Racial and class differences between predominantly White teachers and diverse student groups may negatively contribute to appraisals of differing ability, confirming negative self-fulfilling prophecies (Weinstein et al, 2004).…”

“…Students' self-fulfilling prophecies may be a result of teachers' conditioning by way of high or low expectations for students (Hayes et al, 2013). Lowered expectations, often based upon stereotypes, may trigger students' self-fulfilling prophecies, which guides their academic trajectory (Riley & Ungerleider, 2012).…”