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

Abstract

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.

Pre- and In-Service Teachers’ Attitudes Toward Students With Learning Difficulties and Challenging Behavior

“…Although warmth may be important in regards to people’s behavior toward another person, such as approach – avoidance (Fiske et al, 2002), only competence was associated with expectations concerning the scholastic achievement of the students. This is in line with previous research (Akifyeva and Alieva, 2018), showing that expectations of academic proficiency of students belonging to a minority group are associated with teachers’ perceptions of competence, not warmth. These findings confirm the complexity of the relationships between stereotypical beliefs and behavior.…”

Zwischen Wunsch und Wirklichkeit: Zum Zusammenhang von sozialer Herkunft, Migration und Bildungsaspirationen

“…B. Akifyeva und Alieva 2018;Ferguson 2003); sie wirken sich somit auch auf die Aspirationen aus (Brind et al 2008). Gleichzeitig können Lehrer*innen Informationen, die über die Bewertung durch Schulnoten hinausgehen (etwa hohe Motivation oder Unterstützungspotenzial der Eltern) für ihre Einschätzungen heranziehen.…”

Teachers’ Expectations and Challenges in Using Culturally Responsive Teaching (CRT) Strategies in the ESL Classroom

“…The expectation of teachers can be defined as the assumptions and theories a teacher holds about their student's abilities, potential, and performance both in the long and short-term using a variety of sources, including the student's cognitive level, such as academic achievements and IQ level, non-cognitive characteristics, like behaviours and attitudes, their background attributes, which include their ethnicity, gender, socioeconomic status, etc. (Akifyeva & Alieva, 2018).…”

“…The lifestyle patterns of different groups are directly related to differences in their values and expectations (Hanel et al, 2018). Akifyeva and Alieva (2018) found that differences between ethnicities and expectations suggest the emergence of stereotypes. Stereotypes can be defined as a person's expectations, thoughts, and beliefs about certain characteristics toward all members of a group (Fiske, 2015).…”