Teacher Expectations, Ethnicity and the Achievement Gap

Turner, Hana; Rubie-Davies, Christine M.; Webber, Melinda

doi:10.1007/s40841-015-0004-1

Cited by 84 publications

(36 citation statements)

References 20 publications

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“…Interviews with teachers have confirmed the existence of stereotypes: that their expectations are based on their beliefs about minority students' lack of motivation and their parents' failure to provide them with resources (Turner, Rubie-Davies, & Webber, 2015). Ethnic stereotypes can mean that teachers and pre-service teachers, after familiarizing themselves with student profiles, ignore real information about minority students, such as their academic grades, and have inaccurate expectations of them (Glock et al, 2015).…”

Section: Teacher Expectations and Stereotypes/attitudesmentioning

confidence: 99%

The influence of student ethnicity on teacher expectations and teacher  perceptions of warmth and competence

Akifyeva¹,

Alieva²

2018

Psych. Rus.

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Background. Previous research shows that incorrect teacher expectations about students can affect students' academic success. Moreover, students' ethnicity was found to be one of the most influential characteristics affecting teacher expectations, which can be based on ethnic stereotypes. Most studies test this relationship by comparing teacher expectations of multiple ethnic groups; however, we propose here another perspective, assuming that the connection between ethnic stereotypes and expectations may be determined by the content of the stereotypes. Objective. This study examines the influence of students' ethnicity on teacher expectations and stereotypes, as well as the relationship of teacher expectations and stereotypes toward ethnic minority students, by including the stereotype content model in the analysis. Design. Thirty-four primary school teachers participated in the experiment in which they analyzed six fictional profiles of students, two of which were experimental. The experimental profiles contained identical information (annual school grade, a teacher testimonial, gender), but differed in names of the students and their parents, and in their migration background. Thus, we manipulated only the information related to ethnicity and migration history of two students. Results. Teacher expectations about the performance of minority students were always unfavorable compared with expectations about the performance of the majority students, but their expectations about the abilities of minority and majority students, which include teachers' beliefs about students' educational skills, attitudes and motivation, and capacity for school work, were mixed. We also discovered that the teacher expectations were positively related to perceptions of competence and not to perceptions of warmth. However, the minority student was evaluated by teachers as just as warm and competent as the majority. The influence of student ethnicity on teacher expectations… 107 Conclusion. This study shows the relevance of the problem of correct expectations of teachers toward students with different ethnic backgrounds. In contrast to the teachers' perceptions of the warmth and competence of students, information about the ethnicity of the child influences their expectations. Meanwhile the teachers' expectations are differently related to the various components of their stereotypes. The results raise a question about the definition and operationalization of teachers' expectations.

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Section: Teacher Expectations and Stereotypes/attitudesmentioning

confidence: 99%

The influence of student ethnicity on teacher expectations and teacher  perceptions of warmth and competence

Akifyeva¹,

Alieva²

2018

Psych. Rus.

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“…As González (2005) explains, many individuals are cultural hybrids, because within a globalised environment, we take up (or resist) aspects of culture from many sources. In New Zealand, application of FoK theory could be transformative because stereotyping and subsequent unhelpful teacher behaviours affect both Māori (Turner, Rubie-Davies & Webber, 2015) and Pasifika school students (Spiller, 2013). An important feature of applying FoK theory successfully is attending to the dynamic complexity of people's lives, evidencing, for instance, the many ways to be Māori, or to be Pasifika (for example see Webber, 2008).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Applying funds of knowledge theory in a New Zealand high school: New directions for pedagogical practice

Hogg

2016

tandc

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Teachers and Curriculum is an online peer-reviewed publication supported by Wilf Malcolm Institute of Educational Research (WMIER), Faculty of Education, The University of Waikato, Hamilton, New Zealand. It is directed towards a professional audience and focuses on contemporary issues and research relating to curriculum pedagogy and assessment. ISSN 2382-0349 Notes for ContributorsTeachers and Curriculum welcomes• innovative practice papers with a maximum of 3,500 words, plus an abstract or professional summary of 150 words, and up to five keywords;• research informed papers with a maximum of 3,500 words, plus an abstract or professional summary of 150 words, and up to five keywords;• thinkpieces with a maximum of 1500 words; and• book or resource reviews with a maximum of 1000 words. FocusTeachers and Curriculum provides an avenue for the publication of papers that• raise important issues to do with the curriculum, pedagogy and assessment;• reports on research in the areas of curriculum, pedagogy and assessment;• provides examples of innovative curriculum, pedagogy and assessment practice; and• review books and other resources that have a curriculum, pedagogy and assessment focus. Submitting articles for publicationPlease consult with colleagues prior to submission so that papers are well presented. Articles can be submitted online at http://tandc.ac.nz/ Layout and number of copiesAll submissions must be submitted online as word documents. Text should be one and a half spaced on one side of A4 paper with 20mm margins on all edges. Font = Times New Roman, 11 point for all text and all headings must be clearly defined. Only the first page of the article should bear the title, the name(s) of the author(s) and the address to which reviews should be sent. In order to enable 'blind' refereeing, please do not include author(s) names on running heads. All illustrations, figures, and tables are placed within the text at the appropriate points, rather than at the end. Foot/End NotesThese should be avoided where possible; the journal preference is for footnotes rather than endnotes. ReferencingReferences must be useful, targeted and appropriate. Acknowledgement of ReviewersThank you to the reviewers for their contribution to the process and quality of this issue. Many thanks to those who also helped with a review but the paper did not make it to this issue. Papers in this issue were reviewed by the following people (in alphabetical order): AbstractIn New Zealand teacher practice is expected to be inclusive and supportive of all learners (Ministry of Education, 2007). However, diverse evidence highlights inequitable school experiences for Māori and Pasifika students. This study explored the application of funds of knowledge (FoK) theory within a New Zealand high school, with a focus on impacts for Māori and Pasifika students. FoK has been defined as knowledge and skills gained from life world experience. Participants included high school teachers (n=5), students (n=11) from their current classes, and students' parents (...

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“…More broadly, concerns also remain about low teacher expectations for Māori and also children of Pacific Islands backgrounds (Turner, Rubie-Davies, & Webber, 2015) which are reminiscent of earlier research findings (Simon, 1990). It seems that racist attitudes, whilst not necessarily overt, do remain entrenched, and continue to impact the life-chances of those who are not members of the privileged majority culture.…”

Section: Teacher Education and Implications For Early Childhood Care mentioning

confidence: 86%

Early childhood care and education in the cultural context of aotearoa (New Zealand)

Ritchie¹

2020

Preprint

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© 2018 Taylor and Francis. Early childhood care and education in Aotearoa (New Zealand) has been celebrated through the international interest in the innovative sociocultural curriculum, Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa (New Zealand Ministry of Education, 1996). This document is now 20 years old, and is at the time of writing being updated by the New Zealand Ministry of Education. 1 In this chapter, a brief overview of the historical and cultural contexts of early childhood care and education leads into a discussion of some key cultural constructs and values that are recognised in Te Whāriki; in particular, those of the Indigenous people, the Māori. Discussion of the narrative assessment models that were developed to support the implementation of Te Whāriki is followed by an outline of implications for teacher education. The chapter ends with some reflections on aspirations for the future of early childhood care and education in Aotearoa.

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Teacher Expectations, Ethnicity and the Achievement Gap

Cited by 84 publications

References 20 publications

The influence of student ethnicity on teacher expectations and teacher  perceptions of warmth and competence

The influence of student ethnicity on teacher expectations and teacher  perceptions of warmth and competence

Applying funds of knowledge theory in a New Zealand high school: New directions for pedagogical practice

Early childhood care and education in the cultural context of aotearoa (New Zealand)

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Teacher Expectations, Ethnicity and the Achievement Gap

Cited by 84 publications

References 20 publications

The influence of student ethnicity on teacher expectations and teacher perceptions of warmth and competence

The influence of student ethnicity on teacher expectations and teacher perceptions of warmth and competence

Applying funds of knowledge theory in a New Zealand high school: New directions for pedagogical practice

Early childhood care and education in the cultural context of aotearoa (New Zealand)

Contact Info

Product

Resources

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The influence of student ethnicity on teacher expectations and teacher  perceptions of warmth and competence

The influence of student ethnicity on teacher expectations and teacher  perceptions of warmth and competence