An Umbrella Review of the Research on Teachers' Bias and Expectations

• In Event: Teachers' Beliefs and Ideologies About Supporting Marginalized Learners

Abstract

This umbrella review, a review of reviews, critically synthesizes 51 years of international research on teachers’ attitudes/biases and expectations to bring unity to the underlying phenomena of interest across different research trajectories (e.g., expectancy research and implicit bias). We pursued this project to illuminate the intersection of research on teachers’ attitudes/bias and expectation effects. We identified and analyzed 12 reviews through a systematic analysis. Findings addressed defining relevant constructs, a summary of prevalent findings across reviews, examination of the relation of teacher attitude/bias and expectations to student outcomes, recommendations from the field, and an analysis of the process models featured across reviews. We conclude with an evolving model of the teacher expectations and bias.

Authors

• Kimya Jackson, West Orange Public Schools

• Erin Riley-Lepo

• Marie Dembowski

• Tania Dumicic Pinto

• Christa Falzarano

• Jessica Farley-Lynch

• Jennifer Fernandes

• Cheryl Jones

• Elizabeth Kenny-Foggin

• Veronica Elizabeth Pardo, Montclair State University

• Meredith Valentine

• M. Andrea Vanderstarre

• Donna Volpe

• Douglas Michael Walker, School District of the Chathams

• Helenrose Fives, Montclair State University