The DOI matches its Crossref record; 37 of the 37 references it cites were found in a registry or an index.
Teachers' Expectations and Sense of Responsibility for Student Learning: The Importance of Race, Class, and Organizational Habitus
Abstract
This article examines how the concentration of low‐income African American students in urban elementary schools is deeply coupled with a leveling of teachers' expectations of students and a reduction in their sense of responsibility for student learning. We argue that this process is rooted in school‐based organizational habitus through which expectations of students become embedded in schools. We show that this process can be mediated if school leaders engage in practices designed to increase teachers' sense of responsibility for student learning. [organizational habitus, race, class, teacher expectations]
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Cites
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Reproduction in Education, Society and Culture
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Learning to Labor: How Working Class Kids Get Working Class Jobs.
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Other people's children: cultural conflict in the classroom
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Delpit, L. D., & Ladson-Billings, G. (1996) · Contemporary Sociology · doi:10.2307/2077209 · Cited by 3,522
Keeping Track: How Schools Structure Inequality.
Oromaner, M., & Oakes, J. (1986) · Contemporary Sociology · doi:10.2307/2070941 · Cited by 3,424
Black students' school success: Coping with the ?burden of ?acting white??
Fordham, S., & Ogbu, J. U. (1986) · The Urban Review · doi:10.1007/bf01112192 · Cited by 3,323 · cited 1×
“…students’ responses to these structures and practices contribute to social reproduction (Bourdieu and Passeron 1990; Bowles and Gintis 1976; Fordham 1996; Fordham and Ogbu 1986; MacLeod 1995; Oakes 1985; Ogbu 1978; Rist 1970; Roscigno 1998; Rosenthal and Jacobson 1968; Solomon 1992; Willis 1977).”
BackgroundThe dreamkeepers: successful teachers of African American children
(1995) · Choice Reviews Online · doi:10.5860/choice.32-6346 · Cited by 3,156
Schooling in Capitalist America
Cosin, B. R., Bowles, S., & Gintis, H. (1979) · The British Journal of Sociology · doi:10.2307/589546 · Cited by 2,395
Cited by
von Hippel, P. T., Workman, J., & Downey, D. B. (2018) · Sociology of Education · doi:10.1177/0038040718801760 · Cited by 214
Beyond individual effectiveness: Conceptualizing organizational leadership for equity
Ishimaru, A. M., & Galloway, M. K. (2014) · Leadership and Policy in Schools · doi:10.1080/15700763.2014.890733 · Cited by 126
Evans, A. (2009) · Leadership and Policy in Schools · doi:10.1080/15700760802416081 · Cited by 37
Wellberg, S. (2025) · Journal of Mathematics Teacher Education · doi:10.1007/s10857-024-09640-8 · Cited by 10
Metadata
- Authors
- DIAMOND, J. B., RANDOLPH, A., & SPILLANE, J. P.
- Venue
- Anthropology & Education Quarterly
- Publisher
- Wiley
- Published
- 2004-03
- Volume
- 35
- Issue
- 1
- Pages
- 75-98
- ISSN
- 0161-7761 (ISSN-L)
- 1548-1492
- OpenAlex
- W2087923288
- Cited by
- 451
- References
- 37
- FWCI
- 13.93
- Type
- journal article
- Language
- en
- Open access
- closed
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- DIAMOND, J. B., RANDOLPH, A., & SPILLANE, J. P. (2004). Teachers' Expectations and Sense of Responsibility for Student Learning: The Importance of Race, Class, and Organizational Habitus. Anthropology & Education Quarterly. https://doi.org/10.1525/aeq.2004.35.1.75
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
