Teacher expectations

Definition

Teacher expectations refer to the beliefs and assumptions educators hold regarding the abilities and potential of their students. These expectations can significantly influence student performance, motivation, and self-esteem, as they shape how teachers interact with and support their students. In settings affected by school segregation and integration, teacher expectations can either reinforce or challenge existing inequities in educational opportunities.

5 Must Know Facts For Your Next Test

1. Research shows that high teacher expectations can lead to improved academic performance among students, particularly those from marginalized backgrounds.
2. Conversely, low teacher expectations can negatively affect student outcomes, leading to decreased motivation and engagement in learning.
3. Teacher expectations are often shaped by various factors, including race, gender, socioeconomic status, and previous academic achievement.
4. In integrated school environments, positive teacher expectations can help bridge achievement gaps between students from different backgrounds.
5. Training educators to recognize and address their own biases can improve teacher expectations and foster a more equitable learning environment.

Review Questions

• How do teacher expectations impact student performance in the context of school segregation?
  • Teacher expectations play a crucial role in shaping student performance, particularly in segregated schools where disparities are pronounced. When educators hold low expectations for students from certain racial or socioeconomic backgrounds, it can lead to a lack of support and encouragement, perpetuating achievement gaps. Conversely, high expectations can inspire these students to excel, fostering a more positive learning environment that challenges segregation-related disparities.
• Discuss the relationship between implicit bias and teacher expectations in integrated classrooms.
  • Implicit bias can significantly influence teacher expectations in integrated classrooms. Educators may unconsciously hold biases that affect their perceptions of students' abilities based on race or gender. This can lead to unequal treatment and differing levels of support for students, which ultimately impacts their performance and self-esteem. Addressing these biases is essential for promoting equitable educational outcomes and ensuring all students receive fair opportunities to succeed.
• Evaluate the strategies schools can implement to enhance teacher expectations and promote equity among diverse student populations.
  • Schools can implement various strategies to enhance teacher expectations and promote equity among diverse student populations. Professional development programs focused on recognizing and mitigating implicit bias can help educators understand how their beliefs impact students. Additionally, fostering a culture of high expectations through mentorship programs and collaborative teaching practices can create an environment where all students are encouraged to achieve their fullest potential. Continuous monitoring of student progress and celebrating diverse successes also contribute to a more supportive atmosphere that values each student's unique abilities.

Related terms

Self-fulfilling prophecy: A phenomenon where a person's belief about another's abilities influences their performance, often leading the latter to fulfill those expectations.

Implicit bias: Unconscious attitudes or stereotypes that affect understanding, actions, and decisions in an unintentional manner, potentially impacting teacher expectations.

Equity in education: The principle of fairness in education that aims to ensure all students have access to the same opportunities, regardless of their background or circumstances.