Comparing Student Ethnic Groups: Teacher Expectations, Student Self-Expectations, Growth Mind-Sets, and Achievement

• In Event: 60.027 - Role of Teachers and Teaching in Students' Academic and Motivational Outcomes

Abstract

Low comparative achievement of minority groups is concerning. The current study examined teacher explicit and implicit expectations, controlling for prior student achievement. Stereotyping was evident in the explicit measure; teachers over-estimated Asian students’ and boys’ mathematics achievement. The implicit measure showed substantial bias with teachers associating Caucasian names with higher achievement than indigenous names and indigenous names revealing negative bias towards Asian students. Student mindset (growth and fixed) and self-expectations were also measured and compared across ethnic groups. Regardless of ethnicity, when students with a fixed mindset had high personal expectations this mediated their achievement, resulting in higher academic performance despite the fixed mindset. Because teacher expectations influence student self-expectations, raising teachers’ expectations is a priority, particularly for minority groups.

Authors

• Christine Margaret Rubie-Davies, University of Auckland

• Elizabeth Peterson, The University of Auckland

• Penelope Winifred Watson, The University of Auckland

• Lynda Garrett, University of Auckland

• Lyn McDonald, The University of Auckland

• Annaline Flint, University of Auckland

• Mohamed Alansari, University of Auckland