Are teachers' expectations different for racial minority than for European American students? A meta-analysis

被引:468
作者
Tenenbaum, Harriet R. [1 ]
Ruck, Martin D.
机构
[1] Kingston Univ, Psychol Res Unit, Kingston upon Thames KT1 2EE, Surrey, England
[2] CUNY, Grad Ctr, Dept Urban Educ, New York, NY USA
关键词
teacher expectations; racial minority children; racial bias; teacher perceptions; meta-analysis;
D O I
10.1037/0022-0663.99.2.253
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
Four quantitative meta-analyses examined whether teachers' expectations, referrals, positive and neutral speech, and negative speech differed toward ethnic minority students (i.e., African American, Asian American, and Latino/a) as compared with European American students. Teachers were found to hold the highest expectations for Asian American students (d = -.17). In addition, teachers held more positive expectations for European American students than for Latino/a (d = .46) or African American (d = .25) students. Teachers made more positive referrals and fewer negative referrals for European American students than for Latino/a and African American students (d = .31). Although teachers directed more positive and neutral speech (e.g., questions and encouragement) toward European American students than toward Latino/a and African American students (d = .21), they directed an equal amount of negative speech (e.g., criticism) to all students (d = .02). In general, teachers' favoring of European American students compared with African American and Latino/a students was associated with small but statistically significant effects. The meta-analyses suggest that teachers' expectations and speech vary with students' ethnic backgrounds.
引用
收藏
页码:253 / 273
页数:21
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