Teachers' explicit expectations and implicit prejudiced attitudes to educational achievement: Relations with student achievement and the ethnic achievement gap

Learning and Instruction

Volumn 42, Issue , 2016, Pages 123-140

  Peterson, E R ^a   Rubie Davies, C ^b   Osborne, D ^a   Sibley, C ^a  

^a UNIVERSITY OF AUCKLAND   (New Zealand)

^b UNIVERSITY OF AUCKLAND   (New Zealand)

Author keywords

Achievement; Ethnic achievement gap; Explicit expectations; Implicit prejudiced attitudes; Teacher expectations

Indexed keywords

EID: 84957057869     PISSN: 09594752     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.learninstruc.2016.01.010     Document Type: Article

References (72)

1. Asendorpf J.B., Banse R., Mücke D. Double dissociation between implicit and explicit personality self-concept: the case of shy behavior. Journal of Personality and Social Psychology 2002, 83:380-393. 10.1037//0022-3514.83.2.380.
2. Babad E. Teaching and nonverbal behavior in the classroom. International handbook of research on teachers and teaching 2009, 817-827. Springer, US. 10.1007/978-0-387-73317-3_52.
3. Babad E., Taylor P.J. Transparency of teacher expectancies across language, cultural boundaries. The Journal of Educational Research 1992, 86:120-125.
4. Bishop R., Berryman M., Cavanagh T., Teddy L. Te Kotahitanga: addressing educational disparities facing Māori students in New Zealand. Teaching and Teacher Education 2009, 25:734-742. 10.1016/j.tate.2009.01.009.
5. Blair I. The malleability of automatic stereotypes and prejudice. Personality and Social Psychology Review 2002, 6:242-261. 10.1207/S15327957PSPR0603_8.
6. de Boer H., Bosker R.J., Van der Werf M. Sustainability of teacher expectation bias effects on long-term student performance. Journal of Educational Psychology 2010, 102:168-179. 10.1037/a0017289.
7. Brophy J.E., Good T.L. Teachers' communication of differential expectations for children's classroom performance: some behavioral data. Journal of Educational Psychology 1970, 61. 365-274.
8. Byrne B.M. Structural equation modeling with EQS: Basic concepts, applications, and programming 2006, Lawrence Erlbaum Associates, Inc, Mahwah, New Jersey. 2nd ed.
9. Dual-process theories in social psychology 1999, Guilford Press, New York. S. Chaiken, Y. Trope (Eds.).
10. Cormack D., Robson C. Classification and output of multiple ethnicities: Issues for monitoring Māori health 2010, Te Rōpū Rangahau Hauora a Eru Pōmare, Wellington.
11. De Houwer J., Teige-Mocigemba S., Spruyt A., Moors A. Implicit measures: a normative analysis and review. Psychological Bulletin 2009, 135:347-368. 10.1037/a0014211.
12. Delpit L. Other people's children: Cultural conflict in the classroom 1995, The New Press, New York.
13. Department of Statistics New Zealand standard classification of ethnicity, 1993 1993, Department of Statistics, Wellington.
14. Devine P.G. Stereotypes and prejudice: their automatic and controlled components. Journal of Personality and Social Psychology 1989, 56:5-18. 10.1037/0022-3514.56.1.5.
15. Dovidio J.F., Fazio R.H. New technologies for the direct and indirect assessment of attitudes. Questions about questions: Inquiries into the cognitive bases of surveys 1992, 204-237. Russel Sage Foundation, New York, NY. J.M. Tanur (Ed.).
16. Dovidio J.F., Kawakami K., Beach K.R. Implicit and explicit attitudes: examination of the relationship between measures of intergroup bias. Blackwell handbook of social psychology: Intergroup processes 2008, 175-197. Blackwell, Malden, MA. 10.1111/b.9781405106542.2002.00011.x.
17. Fazio R.H. On the automatic activation of associated evaluations: an overview. Cognition and Emotion 2001, 15:115-141. 10.1080/026999300 4200024.
18. Fazio R.H., Jackson J.R., Dunton B.C., Williams C.J. Variability in automatic activation as an unobtrusive measure of racial attitudes: a bona fide pipeline?. Journal of Personality and Social Psychology 1995, 69:1013-1027.
19. Friese M., Hofmann W., Schmitt M. When and why do implicit measures predict behavior? Empirical evidence for the moderating role of opportunity, motivation, and process reliance. European Review of Social Psychology 2009, 19:285-338.
20. Fryer R.G., Levitt S.D. Understanding the black-white test score gap in the first two years of school. Review of Economics and Statistics 2004, 86(2):447-464. 10.1162/003465304323031049.
21. Gawronski B., Bodenhausen G.V. Associative and propositional processes in evaluation: an integrative review of implicit and explicit attitude change. Psychological Bulletin 2006, 132(5):692-731. 10.1037/0033-2909.132.5.692.
22. Gawronski B., Strack F., Bodenhausen G.V. 4. Attitudes and cognitive consistency: the role of associative and propositional processes. Attitudes: Insights from the new implicit measures 2009, 85-118.
23. Glock S., Karbach J. Preservice teachers' implicit attitudes toward racial minority students: evidence from three implicit measures. Studies in Educational Evaluation 2015, 45:55-61. 10.1016/j.stueduc.2015.03.006.
24. Glock S., Kovacs C. Educational psychology: using insights from implicit attitude measures. Educational Psychology Review 2013, 25:503-522. 10.1007/s10648-013-9241-3.
25. Good T.L., Findley M.J. Sex role expectations and achievement. Teacher expectancies 1985, 271-302. Lawrence Erlbaum, Hillsdale, NJ. J.B. Dusek (Ed.).
26. Greenwald A.G., Babaji M.R. Implicit social cognition: attitudes, self-esteem and stereotypes. Psychological Review 1995, 102:4-27.
27. Greenwald A.G., Farnham S.D. Using the implicit association test to measure self-esteem and self-concept. Journal of Personality and Social Psychology 2000, 79:1022-1038. 10.1037/0022-3514.79.6.1022.
28. Greenwald A.G., Nosek B.A., Banaji M.R. Understanding and using the Implicit Association Test: I. An improved scoring algorithm. Journal of Personality and Social Psychology 2003, 85:197-216. 10.1037/0022-3514.85.2.197.
29. Greenwald A.G., Poehlman T.A., Uhlmann E.L., Banaji M.R. Understanding and using the Implicit Association Test: III. Meta-analysis of predictive validity. Journal of Personality and Social Psychology 2009, 97:17-41. 10.1037/a0015575.
30. Hallam S., Ireson J., Davies J. Primary pupils' experiences of different types of grouping in school. British Educational Research Journal 2004, 30:515-533.
31. Harker R. Ethnicity and school achievement in New Zealand: Some data to supplement the Biddulph et al. (2003) best Evidence Synthesis 2006, Ministry Of Education Report. Retrieved from. http://www.victoria.ac.nz/education/pdf/whakapiki/ethnicity_school_achievement_nz_harker_2006.pdf.
32. Hattie J. Narrow the gap, fix the tail, or close the curves: the power of words. Challenging thinking about teaching and learning 2008, 19-23. Nova, New York, NY. C.M. Rubie-Davies, C. Rawlinson (Eds.).
33. Hattie J.A.C. Visible learning: A synthesis of over 800 meta-analysis relating to achievement 2009, Routledge, London.
34. Heck R.H., Thomas S.L. An introduction to multilevel modeling techniques: MLM and SEM approaches using Mplus 2015, Routledge.
35. Huss-Keeler R.L. Teacher perception of ethnic and linguistic minority parental involvement and its relationships to children's language and literacy learning: a case study. Teaching and Teacher Education 1997, 13:171-182.
36. The black-white test score gap 2011, Brookings Institution Press, Washington, D.C. C. Jencks, M. Phillips (Eds.).
37. Jussim L., Eccles J., Madon S. Social perception, social stereotypes, and teacher expectations: accuracy and the quest for the powerful self-fulfilling prophecy. Advances in Experimental Social Psychology 1996, 28:281-388.
38. Jussim L., Harber K.D. Teacher expectations and self-fulfilling prophecies: knowns and unknowns, resolved and unresolved controversies. Personality and Social Psychology Review 2005, 9:131-155. 10.1207/s15327957pspr0902_3.
39. Jussim L., Robustelli S.L., Cain T.R. Teacher expectations and self-fulfilling prophecies. Handbook of motivation in school 2009, Routledge, New York. K.R. Wentzel, A. Wigfield (Eds.).
40. Kline R.B. Principles and practice of structural equation modeling 2005, The Guilford Press, New York, New York. 2nd ed.
41. Kreft I.G., Kreft I., de Leeuw J. Introducing multilevel modelling 1998, Sage, London.
42. Magnuson K.A., Duncan G.J. The role of family socioeconomic resources in the black-white test score gap among young children. Developmental Review 2006, 2:365-399. 10.1016/j.dr.2006.06.004.
43. Mass C.J.M., Hox J.J. Sufficient sample sizes for multilevel modeling. Methodology 2005, 1:86-92. 10.1027/1614-1881.1.3.86.
44. McConahay J.B. Modern racism, ambivalence, and the modern racism scale. Prejudice, discrimination, and racism 1986, 91-125. Academic Press, San Diego, CA. J.F. Dovidio, S.L. Gaertner (Eds.).
45. McKown C., Weinstein R.S. Teacher expectations, classroom context and the achievement gap. Journal of School Psychology 2008, 46:235-261. 10.1016/j.jsp.2007.05.
46. Mikami A.Y., Gregory A., Allen H.J.P., Pianta R.C., Lun J. Effects of a teacher professional development intervention on peer relationships in secondary classrooms. School Psychology Review 2011, 40:367-385.
47. Ministry of Education Ka Hikitia - Accelerating success: 2013-2017 2012, Minstry of Education, Wellington, New Zealand.
48. Ministry of Education The numeracy development projects & number framework 2015, Available online. http://nzmaths.co.nz/numeracy-development-projects-number-framework.
49. No Child Left Behind Act of 2002 Pub. L. No. 107-110, § 115, Stat. 1425 (2002).
50. Nosek B.A., Bar-Anan Y., Sriram N., Greenwald A.G. Understanding and using the brief Implicit Association Test: I. Recommended Scoring Procedures 2013, Available at:. http://dx.doi.org/10.2139/ssrn.2196002.
51. Rakić T., Steffens M.C., Mummendey A. Blinded by the accent! The minor role of looks in ethnic categorization. Journal of Personality and Social Psychology 2011, 100:16-29. 10.1037/a0021522.
52. Rubie-Davies C.M. Teacher expectations and student self-perceptions: exploring relationships. Psychology in the Schools 2006, 43:537-552.
53. Rubie-Davies C.M. Classroom interactions: exploring the practices of high- and low-expectation teachers. British Journal of Educational Psychology 2007, 77:289-306. 10.1348/000709906X101601.
54. Rubie-Davies C.M. Teacher beliefs and expectations: relationships with student learning. Challenging thinking about teaching and learning 2008, Nova, Haupaugge, NY. C.M. Rubie-Davies, C. Rawlinson (Eds.).
55. Rubie-Davies C.M. Becoming a high expectation teacher: Raising the bar 2015, Routledge, London, UK.
56. Rubie-Davies C.M., Peterson E.R. Teacher expectations and beliefs: influences on the socioemotional environment of the classroom. Educational psychology: Concepts, research and challenges 2011, Routledge, London. C.M. Rubie-Davies (Ed.).
57. Rubie-Davies C.M., Peterson E.R., Sibley C.G., Rosenthal R. A teacher expectation intervention: modelling the practices of high expectation teachers. Contemporary Educational Psychology 2014, 40:72-78. 10.1016/j.cedpsych.2014.03.003.
58. Ruzek E.A., Domina T., Conley A.M., Duncan G.J., Karabenick S.A. Using value-added models to measure teacher effects on students' motivation and achievement. The Journal of Early Adolescence 2015, 35:852-882. 10.1177/0272431614525260.
59. Sammons P. Gender, ethnic and socio-economic differences in attainment and progress: a longitudinal analysis of student achievement over 9 years. British Educational Research Journal 1995, 21:465-485.
60. Singh A.K. Social psychology 2015, PHI Learning, New Delhi, India.
61. Stangor C., O'Brien J. Stereotyping. Encyclopedia of group processes and intergroup relations 2010, 857-862. SAGE, Thousand Oaks, CA. 10.4135/9781412972017.n265. J. Levine, M. Hogg (Eds.).
62. Statistics New Zealand Demographic trends 2013 2013, Retrieved from. http://www.stats.govt.nz/browse_for_stats/population/estimates_and_projections/demographic-trends-2010/chapter1.aspx.
63. Statistics New Zealand (2013b). Retrieved from . http://www.stats.govt.nz/Census/2013-census.aspx.
64. Strand S. Insights: What accounts for ethnic achievement gap in secondary schools in England issue 4 2013, Autumn: Retrieved from. http://www.education.ox.ac.uk/wordpress/wp-content/uploads/2013/12/Insights4_Ethnic-Achievement_Strand.pdf.
65. Strand S. Ethnicity, gender, social class and achievement gaps at age 16: intersectionality and getting it for the white working class. Research Papers in Education 2014, 29:131-171. 10.1080/02671522.2013.767370.
66. Tenenbaum H.R., Ruck M.D. Are teachers' expectations different for racial minority than for European American students? A meta-analysis. Journal of Educational Psychology 2007, 99:253-273. 10.1037/0022-0663.99.2.253.
67. Van den Bergh L., Denessen E., Hornstra L., Voeten M.J., Holland R.W. The implicit prejudiced attitudes of teachers: relations to teacher expectations and the ethnic achievement gap. American Educational Research Journal 2010, 47:497-527. 10.3102/0002831209353594.
68. Vescio T., Bloodhart B. Discrimination. Encyclopedia of group processes and intergroup relations 2010, 212-218. SAGE, Thousand Oaks, CA. 10.4135/9781412972017.n65. J. Levine, M. Hogg (Eds.).
69. Achievement in reading literacy: New Zealand's performance in a national and international context 1993, Ministry of Education, Wellington, New Zealand. H. Wagemaker (Ed.).
70. Weinstein R.S., Gregory A., Strambler M.J. Intractable self-fulfilling prophecies fifty years after Brown v. Board of Education. American Psychologist 2004, 59:511-520.
71. Wilkinson I.G., Townsend M.A.R. From Rata to Rimu: grouping for instruction in best practice New Zealand classrooms. The Reading Teacher 2000, 53:460-471.
72. Wilson T.D., Lindsey S., Schooler T.Y. A model of dual attitudes. Psychological Review 2000, 107:101-126. 10.1037//0033-295X.107.1.101.