Child and Teacher Characteristics Associated With Teachers’ Expectations in Kindergarten: A Multilevel Analysis

• In Event: The Impact of Teacher Reflexivity on Student Achievement, Part 2

Abstract

This study examines the role of child and teacher characteristics in predicting teachers’ expectations. The current study includes a number of variables that previously have been suggested to determine expectations. However, our study is the first to simultaneously include these variables and to investigate interactions between them. In this study, 3785 children from kindergarten are examined. Multilevel regression analyses show that teachers have higher expectations for children with a higher SES, for girls and for majority children. Furthermore, expectations are higher if teachers encounter less emotional exhaustion and if they perceive intelligence as malleable for minority children. Our findings imply that teachers form expectations about the future achievement of young children based on a number of prejudices and convictions.

Authors

• Sara Speybroeck, Katholieke Universiteit Leuven

• Sofie Kuppens, Katholieke Universiteit Leuven

• Carl Lamote, Katholieke Universiteit Leuven

• Ine Van Droogenbroeck, Katholieke Universiteit Leuven