Teacher Expectancy or My Fair Lady

Fleming, Elyse S.; Anttonen, Ralph G.

doi:10.2307/1162178

Cited by 10 publications

(9 citation statements)

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“…Rubovits and Maehr (1973) reported that teachers responded more negatively toward black students labeled as 'gifted' than to those labeled 'non-gifted.' This finding, along with the results from several other studies and critiques (Barber & Silver, 1968a, 1968bSnow, 1969;Claiborn, 1969;Fleming & Anttonene, 1971), challenge the reports of Rosenthal and Jacobson (1968). These two investigators described a study in which bogus test information on a randomly selected group of elementary school children was presented to their teachers at the beginning of the school year.…”

Section: Resultssupporting

confidence: 48%

“…Their finding was that children who were expected to bloom intellectually did so. On the other hand, Fleming and Anttonene (1971) showed that the imposition of bogus test information actually created dissonance for a teacher when confronted with reports discrepant with his/her beliefs and the real life behavior of the children. They found that teachers rejected the discrepant information and assessed children on the basis of previously developed attitudes and knowledge about testing, personal characterisitcs of the child, and their general way of dealing with children.…”

Section: Resultsmentioning

confidence: 99%

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Educators view people: Ethnic group stereotyping

Zimet

1978

J. Community Psychol.

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Two hundred fifty‐eight educators, 178 female and 80 male designated the words on the Gough Adjective Check List as being stereotypically associated with minority group members, dominant group members, or both. Adjectives on which 70 percent of all male and all female educators agreed were designated by society to either minority (N = 93) or dominant (N = 124) categories were used in eight of the ACL scales. Educators saw society as labeling dominant group members as significantly better adjusted, more achievement‐oriented, more intraceptive and having more favorable characteristics than minority group members. Minority group members were seen as being viewed as significantly more aggressive than dominant group members. No significant differences were noted in the way society viewed the two groups regarding autonomous and deferent behavior. The results are discussed in terms of changes in stereotypes over the past fifty years and in terms of the effect of stereotyping on childrens' performance in school.

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Section: Resultssupporting

confidence: 48%

Section: Resultsmentioning

confidence: 99%

Educators view people: Ethnic group stereotyping

Zimet

1978

J. Community Psychol.

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“…Unfortunately, the Rosenthal and Jacobson study was marred by methodological weaknesses and inappropriate statistical analyses (Cronbach, 1970;Elashoff & Snow, 1971;Jensen, 1969;Snow, 1969;Thorndike, 1968). In addition, no other investigators have been able to demonstrate the existence of expectancy effects using the original Rosenthal and Jacobson paradigm (Claiborn, 1969;Fleming & Anttonen, 1971;Jose & Cody, 1971). However, not all studies concerning expectancy effects in the classroom have yielded negative findings.…”

mentioning

confidence: 99%

Teachers’ Expectations and Pupil Performance

Mendels¹,

Flanders²

1973

American Educational Research Journal

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In light of the failure of most attempts to replicate the original demonstration of potent teacher expectancy effects by Rosenthal and Jacobson (1968), the following study was performed. Within each of ten first grade classes for educationally deprived students, one half of the pupils were pretested with the Cognitive Abilities Test (CAT) and were then randomly assigned to an experimental or control group. Three weeks after the pretesting, teachers received reports stating that pupils in the experimental group had hidden academic potential and might show academic gains during the school year. Pupils were retested with the CAT six months later. Although the experimental group tended to make greater gain scores (as measured by IQ and raw scores) on the CAT (p < .10), no significant differences were found between the two groups on the following measures: reading grade, arithmetic grade, social skills, and reading level. The results of the study were interpreted as not supporting the Rosenthal and Jacobson findings. It was recommended that further exploration of teacher expectancies include, (a) relating expectancies to the overt interaction between students and teacher and (b) investigating teacher expectancies that result from more credible naturalistic inputs.

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“…Rosenthal and Jacobson (1968) found that in the early grades teachers with artificially high expectations for student performance were associated with enhanced student performance. Many subsequent studies attempting to induce similar teacher expectations failed to show any impact on student behavior (Claiborn, 1969;Fleming & Anttonen, 1971). Studies that attempt to induce teacher expectations by providing teachers with unreal information have generally not yielded significant results; however, naturalistic studies (observing actual teacher behavior in the classroom) do show the effects of expectancy.…”

Section: Communication Apprehension and Academic Achievementmentioning

confidence: 99%

Teacher Expectancy or My Fair Lady

Cited by 10 publications

References 0 publications

Educators view people: Ethnic group stereotyping

Educators view people: Ethnic group stereotyping

Teachers’ Expectations and Pupil Performance

Academic achievement: A study of relationships of IQ, communication apprehension, and teacher perception

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