How Academic Expectations and Role Identity Inform One Another in Two Classrooms: Toward a Process Model (Poster 26)

• In Event: Saturday Poster Session 3:05 pm
  In Poster Session: Learning and Motivation in Social and Cultural Contexts 3

Abstract

Extensive research shows that student performance tends to align with teacher expectations, and that this phenomenon can be more detrimental in marginalized learning communities. Researchers lack a process model for this phenomenon. The ways in which such expectations are constructed, conveyed, perceived, and acted upon remain unclear. Although processes of academic expectation construction are complex and dynamic, most scholarship does not effectively account for these characteristics. This ethnographic case study applies a complex systems approach to understand the co-construction of academic expectations within two public high school English classrooms that serve historically marginalized populations. It examines how these expectations help shape teachers’ and students’ collective identities, and how those identities also help shape the AE construction process.

Author

• Jessica Hadid, Temple University