Minority Students' Perceived High School Science Teacher Expectations and Predicted College Science Professor Expectations

• In Event: 58.084 - Poster Session 13
  In Poster Session: 58.084-4 - Poster Session 2: Motivational and Affective Processes

Abstract

Studies have indicated that minority, female, and lower socioeconomic status students struggle more in science compared with their peers, and students’ perceived teacher expectations could be a factor. This study surveyed 22 minority students from a high school in a low socioeconomic area to assess their perceived high school science teacher expectations, predicted college science professor expectations, and perceived effects of science teacher expectations on their motivation and learning. It also explored potential gender differences. Results indicated relatively high perceived high school science teacher expectations, predicted college science professor expectations, and perceived effects of science teacher expectations on their motivation and learning in science. Some gender differences were found in the differences between participants’ perceived and predicted science teacher expectations.

Authors

• Rosario Parada, Marygrove College

• Li-hsuan Yang, Marygrove College