The DOI matches its Crossref record; 70 of the 70 references it cites were found in a registry or an index.
Are teachers' expectations different for racial minority than for European American students? A meta-analysis.
Abstract
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. PsycINFO Database Record (c) 2007 APA, all rights reserved.
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“On average, teachers have lower expectations of Black and Latino students and interact with them less positively than White students (Tenenbaum & Ruck, 2007); they are more likely to label black students as “troublemakers,” punishing them more harshly for the same offense (Okonofua & Eberhardt,…”
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Metadata
- Authors
- Tenenbaum, H. R., & Ruck, M. D.
- Venue
- Journal of Educational Psychology
- Published
- 2007-05
- Volume
- 99
- Issue
- 2
- Pages
- 253-273
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2134788731
- Cited by
- 828
- References
- 70
- FWCI
- 41.77
- Type
- journal article
- Language
- en
- Open access
- closed
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