Modeling the role of child ethnicity and gender in children's differential response to teacher expectations

This study examined the relationship between fall teacher expectations and year-end achievement among 561 children in 1st, 3rd, and 5th grades. Specifically, we hypothesized that children from academically stigmatized groups (African Americans generally and girls in mathematics) are more likely to be responsive to negative teacher expectancies than are children from nonstigmatized groups. Controlling for prior achievement and class membership, moderator effects were tested with hierarchical linear models in the whole sample and with loglinear models in a subsample of children who were targets of extreme teacher over- and underestimates of ability. Among targets of extreme teacher over- and underestimates, in 3rd and 5th grade, ethnicity moderated expectancy effects in reading; and in 5th grade, gender moderated expectancy effects in math but not reading. Members of stigmatized groups were more susceptible to teacher underestimates of ability Implications are discussed in terms of differential response to teacher expectations and in terms of how susceptibility to teacher expectations is conceptualized and inferred.