Student Social Class and Teacher Expectations: The Self-Fulfilling Prophecy in Ghetto Education

Rist, Ray C.

doi:10.17763/haer.40.3.h0m026p670k618q3

Cited by 1,108 publications

(641 citation statements)

References 19 publications

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“…5. Ver Becker (1952), Rist (1970), Ogbu y Matute-Bianchi (1986), McCarthy (1994), Foster (1992 ra y de resistencia, ante los alumnos que son, cultural y socialmente, diferentes (ya sea porque proceden de la inmigración o bien porque forman parte de las minorías étnicas autóctonas). Es decir, entre los docentes existen opiniones múltiples y percepciones complejas, que incluso llegan a ser contradictorias, y que condicionan experiencias, expectativas y comportamientos respecto a la educación y la relación que debe darse entre la escuela y las familias.…”

Section: Inmigración Y Escuela: Dinámicas Positivas Y Negativasunclassified

Las experiencias escolares de la inmigración

Bochaca¹

2011

PapRevSoc

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ResumenLas experiencias escolares son múltiples y diversas, y su análisis nos puede ayudar a comprender las actitudes de los inmigrantes respecto a la escolarización de sus hijos y las expectativas de futuro que el sistema educativo representa para las nuevas generaciones. Las oportunidades educativas, las dinámicas de los centros escolares (positivas o negativas), el enfoque pedagógico, los roles docentes, etc., presentes y pasados, van conformando la manera que tiene una comunidad de entender la educación y la importancia que le otorgan tanto los alumnos como sus familias. El estudio que presentamos, basado en una metodología cualitativa (mediante la realización de entrevistas en profundidad), es una primera aproximación a las experiencias escolares vividas en España por parte de las familias inmigradas y sus hijos y, también, a las experiencias profesionales de los docentes en relación con las citadas familias y alumnado. Palabras clave: familias y alumnado de origen inmigrado; expectativas educativas; docentes e inmigración. Abstract. School experiences of migrationThere are many and varied school experiences, and these help to understand attitudes and expectations of immigrants with regard to scholarisation as well as those the educational system represents for the following generation. The educational opportunities, the dynamics of the schools (positive or negative), the pedagogical focus, the actual and past teaching roles etc. form the way of understanding education and the importance given to it by the pupils and their families. The study presented here, based on qualitative methodology (specifically using in-depth interviews), is a first approximation to the experience of school in Spain for immigrant families, their children and for the teaching staff with the beforementioned families and pupils.

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Section: Inmigración Y Escuela: Dinámicas Positivas Y Negativasunclassified

Las experiencias escolares de la inmigración

Bochaca¹

2011

PapRevSoc

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“…Les agents doivent souvent dissuader les élèves (ou leurs parents) de s'orienter vers les secteurs ou les voies dans lesquels ils préféreraient s'engager au niveau secondaire, les persuader de réduire leurs aspirations, et, s'ils n'y parviennent pas, leur interdire unilatéralement l'accès de ces secteurs ou de ces voies. Dans ce processus complexe, les agents du système scolaire doivent, comme l'ont démontré Cicourel et Kitsuse (1953), Clark (I960), Rist (1970), Rosenbaum (1976) et Tomlinson (1981, «admi-nistrer» subtilement la situation de façon à justifier l'accès des élèves à certaines voies ou sections, ou leur refus de les y admettre.…”

Section: Les Décisions Relatives à La Formulation Du Problème Et La Munclassified

Le processus de sélection dans les écoles secondaires polyvalentes

Trottier

2009

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Cet article fait état du développement d’une recherche qualitative sur le processus de sélection et de classement des élèves dans les écoles secondaires polyvalentes du Québec. Après avoir identifié les préoccupations qui sont à l’origine de la recherche et reconstitué les décisions relatives à la formulation du problème et à la méthodologie, l’auteur présente des éléments d’une analyse qui a été amorcée au cours de la phase exploratoire de la recherche et durant la cueillette des données dans deux écoles secondaires. L’objectif est de rendre compte de la compréhension que l’équipe de recherche a acquise graduellement de la sélection des élèves à mesure qu’elle commençait à en explorer le processus.This article reports on the development of a qualitative research project on the process of selecting and grouping students in secondary polyvalent schools in Quebec. After identifying the initial preoccupations of the project and the decisions related to formulating the problem and selecting the methodology, the author presents an analysis based on the exploratory phase of the research and on data from two secondary schools. The objective is to report on the understanding of the process for selecting students which the research team gradually obtained as they began exploring this process.Este artículo presenta el desarrollo de un estudio cualitativo sobre el proceso de seleccion de los alumnos en las escuelas secundarias polivalentes del Québec. Después de haber identificado las preocupaciones que están a la base de la investigación y reconstituido las decisiones relativas a la formulación del problema y a la metodología, el autor presenta elementos de un análisis que fue comenzado durante la fase exploratoria de la investigación y durante la recolección de datos en dos escuelas secundarias. El objetivo consiste en dar a conocer la comprensión que el equipo de investigación ha adquirido gradualmente en la selección de alumnos a medida que este comenzaba a explorar el proceso.Dieser Artikel behandelt die Entwicklung einer qualitativen Untersuchung des Auswahl - und Klassifizierungsprozesses der Schüler in den "Ecoles polyvalentes" der Provinz Québec. (Anm.d.Übs.: vergleichbar mit der Mittelstufe der deutschen höheren Schulen). - Zuerst werden die Hauptinteressen genannt, die der Untersuchung zugrundeliegen, und es werden die Entscheidungen beschrieben, die bezüglich der Problemstellung und der Methode getroffen wurden; dann legt der Verfasser die Elemente einer Analyse dar, die im Lauf der Anfangsphase der Arbeit und bei der Sammlung der Ergebnisse in zwei Schulen begonnen wurde. Es soll in dieser Arbeit gezeigt werden, wie das Forschungsteam schrittweise zu seinem Verständnis der Methode der Schülerauswahl kam, während es die Untersuchung ebendieses Prozesses in Angriff nahm

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“…There is evidence of differential treatment by teachers of high and low reading groups (e.g., in praise-giving, type of questions asked, responses to reading errors, and time spent with groups) (Allington, 1980;Au, 1980;Brophy & Good, 1969;Collins, 1982;Hiebert, 1983;Hoffman & Baker, 1981;McDermott, 1976;Pflaum, Pascarella, Boswick, & Auer, 1980;Rist, 1970). Differential treatment, however, has sometimes not been found (Weinstein, 1976), or has even been interpreted as being appropriate since low ability students require different types of responses to their errors (West & Anderson, 1976).…”

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Effects of Reading Group Assignment on Reading Development in First and Second Grade

Juel

1990

Journal of Reading Behavior

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Placement in a reading group determines: (a) the materials a child sees during reading instruction, (b) the pace at which a child proceeds through reading materials, and (c) the peers a child interacts with during reading instruction. The current study examined these effects of reading group placement upon the individual's growth in reading during first and second grade. The study also examined how children were initially placed in reading groups. A secondary analysis of data collected by Juel, Griffith, and Gough (1986) and Juel (1988) was performed. Initial first-grade placements were found to be primarily based on standardized reading readiness tests. Children rarely changed groups. The correlations between place in basal series at the end of first grade and place in series at both the beginning and end of second grade were .77. Children with low incoming readiness test scores developed better decoding skills when placed in a basal series with fewer unique words. Initial aptitude, growth during first grade in decoding skills, and a high success rate in learning basal words influenced first grade reading achievement considerably more than sheer basal coverage or certain peer group characteristics. Only after basic reading skill was acquired did group placement begin to adversely affect reading development-if it constrained exposure to text in second grade.Grouping children for instruction in elementary schools continues to be a controversial topic (Gamoran, 1987;Hiebert, 1987;Slavin, 1987aSlavin, , 1987b. In part this is due to philosophical, psychological, and political concerns over assigning children to instructional groups on the basis of so-called ability tests. In part, however, this is also due to: (a) contrary findings on the effects of ability grouping, and (b) the criticism that many studies on effects of grouping have failed to sufficiently account for instructional processes and classroom factors that accompany the grouping procedures. Two basic questions have been raised about the latter which might

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Student Social Class and Teacher Expectations: The Self-Fulfilling Prophecy in Ghetto Education

Cited by 1,108 publications

References 19 publications

Las experiencias escolares de la inmigración

Las experiencias escolares de la inmigración

Le processus de sélection dans les écoles secondaires polyvalentes

Effects of Reading Group Assignment on Reading Development in First and Second Grade

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