Expectations, Stereotypes, and Self-Fulfilling Prophecies in Classroom and School Life

McKown, Clark; Gregory, Anne; Weinstein, Rhona S.

doi:10.4324/9780203874844.ch16

Cited by 10 publications

(11 citation statements)

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“…Results from a meta‐analysis suggest teacher expectations of early adolescents varied by children's racial/ethnic background; for Asian and White children, teachers indicated more positive expectations about their academic ability and likelihood of graduating high school or attending college than Latinx or Black children (Tenenbaum & Ruck, ). Teacher expectations have serious implications for children's academic outcomes as they have been shown to not merely forecast children's capabilities, but also negatively influence their educational outcomes (Cherng, ; Gershenson & Papageorge, ; McKown, Gregory, & Weinstein, ). Cherng's () results from a nationally representative study of U.S. high school sophomores (ELS:2002) suggest teachers often underestimated Black and Latinx adolescents’ math and reading abilities, and being underestimated was related to poorer academic performance for those youth in their senior year.…”

Section: Theoretical Framework: Cultural Synchrony Hypothesismentioning

confidence: 99%

The Effect of Teacher–Child Race/Ethnicity Matching and Classroom Diversity on Children's Socioemotional and Academic Skills

et al. 2019

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Mounting evidence suggests teacher-child race/ethnicity matching and classroom diversity benefit Black and Latinx children's academic and socioemotional development. However, less is known about whether the effects of teacher-child matching differ across levels of classroom diversity. This study examined effects of matching on teacher-reported child outcomes in a racially/ethnically diverse sample of teachers and children, and classroom diversity moderation using multilevel models. Data were drawn from a professional learning study involving 224 teachers (M age = 41.5) and 5,200 children (M age = 7.7) in 36 New York City elementary schools. Teacher-child race/ethnicity matching was associated with higher child engagement in learning, motivation, social skills, and fewer absences. Classroom diversity moderated matching such that teacher-child mismatch was related to lower engagement, motivation, social skills, math and reading scores in low-diversity classrooms, but not in high-diversity classrooms. Implications for practice and policy are discussed.

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Section: Theoretical Framework: Cultural Synchrony Hypothesismentioning

confidence: 99%

The Effect of Teacher–Child Race/Ethnicity Matching and Classroom Diversity on Children's Socioemotional and Academic Skills

et al. 2019

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“…To avoid reliance on pupil self-report measures, our assessment of achievement was teacher rated and, therefore, not vulnerable to inflated effect sizes associated with common method variance (Lindell & Whitney, 2001). Furthermore, teachersʼ perceptions of student achievement are still subjective and may translate into how they interact with pupils, which in turn may influence how pupils report psychological need satisfaction in the classroom (Diseth, Danielsen, & Samdal, 2012; also see work on teacher expectations and self-fulfilling prophecies, McKown, Gregory, & Weinstein, 2010). Future research may extend the present findings by considering the addition of objective school recorded attainment grades to provide a more comprehensive examination of the relationship between pupilsʼ psychological need profiles and classroom achievement.…”

Section: The Composition Of Pupil Profilesmentioning

confidence: 99%

Young adolescent psychological need profiles: Associations with classroom achievement and well‐being

Earl

Taylor

Meijen

et al. 2019

Psychology in the Schools

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Drawing on self‐determination theory, a person‐centered methodology was adopted to identify distinct pupil profiles based on their psychological need satisfaction. A sample of 586 pupils (387 male, 199 female; mean age = 12.6, range 11–15 years old) from three secondary schools reported their psychological need satisfaction, and well‐ and ill‐being, with teachers rating pupil achievement. Hierarchical cluster analysis revealed five distinct profiles. Four profiles indicated synergy existed between the three needs, showing similar in‐group levels of satisfaction across the needs but in varying amounts. Univariate and multivariate analyses, controlling for school and taught subject, revealed the satisfied group displayed the highest classroom performance (F4,540 = 7.03; p < 0.001; ηp2 = 0.05), well‐being (F8,1,136 = 45.63; p < 0.001; Wilk's Λ = 0.57; ηp2 = 0.24) and lowest ill‐being (F8,1,134 = 23.39; p < 0.001; Wilk's Λ = 0.74, ηp2 = 0.14), whereas the dissatisfied group displayed the most adverse outcomes. The findings illustrate that the three psychological needs may operate interdependently and should be considered in combination rather than in isolation. The research offers practical insights into why pupils may function differently in classrooms and could inform targeted initiatives towards pupils with psychological need satisfaction deficits.

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“…While an initial teacher-held expectation may be erroneous in whole or in part, through numerous interactions students will come to behave in such a manner as to confirm the expectation, which then becomes more accurate. In the present context, we hypothesized that teachers who view playful students as a problem in the classroom may hold differential behavioral expectations consistent with their perception, and students may come to adopt these negative behaviors, and regard themselves in corresponding ways (Weinstein, 2002 ; Jussim et al, 2009 ; McKown et al, 2010 ). We thus endeavored to explore the extent to which more playful students were affected by the assessments held by their teachers, and how readily this might have transpired.…”

Section: Introductionmentioning

confidence: 99%

The Education of Playful Boys: Class Clowns in the Classroom

Barnett

2018

Front. Psychol.

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This longitudinal study identified degrees of playfulness in 278 kindergarten-aged children, and followed them through their next three school years to determine how playfulness was viewed by the children themselves, their classmates, and teachers. Perceptions of the social competence, disruptiveness, and labeling as the class clown, were assessed from all perspectives in each of first through third grades. Hierarchical linear modeling was conducted to account for the nesting of the data (children within classrooms within schools) and for the lack of independence between the measures. A central finding confirmed extant literature in that gender differences were dominant, with playful boys regarded as distinct from their less playful counterparts, while no such discrepancies appeared for girls. Playful boys were increasingly negatively regarded as rebellious and intrusive and were labeled as the “class clown” by their teachers. These findings were in direct contrast with children's self-perceptions and those of their peers, who initially regarded more playful boys as appealing and engaging playmates. The data further revealed that the playful boys were stigmatized by their teachers, and this was communicated through verbal and non-verbal reprimands, and classmates assimilated this message and became increasingly denigrating of the playful quality in the boys. In stark contrast, girls' playfulness levels were not a consideration in ratings by teachers or peers at any grade, nor did their classroom behaviors show significant variation. These negative perceptions were likely transferred by teachers to peers and to the children themselves, whereupon they changed their positive perceptions to be increasingly negative by third grade. The results contribute to the literature by demonstrating that playfulness in boys (but not girls) is often associated with the “class clown” designation, and is viewed as an increasingly lethal characteristic in school classrooms, where compelling efforts are undertaken to discourage its expression and persistence.

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Expectations, Stereotypes, and Self-Fulfilling Prophecies in Classroom and School Life

Cited by 10 publications

References 0 publications

The Effect of Teacher–Child Race/Ethnicity Matching and Classroom Diversity on Children's Socioemotional and Academic Skills

The Effect of Teacher–Child Race/Ethnicity Matching and Classroom Diversity on Children's Socioemotional and Academic Skills

Young adolescent psychological need profiles: Associations with classroom achievement and well‐being

The Education of Playful Boys: Class Clowns in the Classroom

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