Publication Date

8-31-2011

DOI (Digital Object Identifier)

10.26716/redlands/doctor/2011.6

Department

Leadership and Higher Education

Degree

Doctor of Education (Ed.D)

Dissertation Chair

Rodney Goodyear, Ph.D.

Committee Members

Pauline Reynolds, Ph.D.

Celine KO, Ph.D.

Keywords

education; expectations; race; socioeconomic status; teacher efficacy; teacher expectations

Disciplines

Educational Leadership | Educational Psychology

Abstract

This study examined whether teachers' sense of self-efficacy predicted their expectations for the performance of male students depicted in a vignette that varied by race/ethnicity (Black, Hispanic, White) and by socioeconomic status (SES) (high versus low). Participants were 89 classroom teachers who completed a 12-item Teacher Self-Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001), read a randomly assigned vignette about a hypothetical student with academic and behavioral challenges, and rated their expectations for that student (Auwarter & Aruguete, 2008). The vignettes were identical except in language to suggest the specific student's race/ethnicity and SES level. Results showed teacher efficacy to be positively related to teachers' future predictions about the academic success of the depicted student. That is, the higher the teachers' efficacy, the more positive were his or her predictions about students' future academic success. Moreover, the student's SES level, rather than his or her race/ethnicity, affected teacher perceptions. That is, regardless of the depicted students' race or ethnicity, teachers were more negative about the future of the low SES student than they were about that of the high SES student. These results may help explain why teacher efficacy tends to be lower in economically disadvantaged schools. Additionally, results support the extant literature that student SES is directly related to student academic outcomes.

Comments

ISBN: 9781124826417

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