Toward Social Justice: Understanding the Effect of Disadvantaged Neighborhoods—From Teacher Expectation to the Achievement Motivation of Elementary School Children

• In Event: 61.087 - Poster Session 12
  In Poster Session: 61.087-1 - Poster Session: Social Context of Research in Schools and Communities

Abstract

This study examined the effect of disadvantaged neighborhoods on the school context, as indexed by teacher expectation, and student achievement motivation and the relationship between the school context and the achievement motivation of elementary school children. Children from 2 types of neighborhoods, low-income (n = 91) and middle income (n = 110), were rated by their teachers on the teachers’ expectations for children’s school performance and achievement motivation. Children completed scales measuring achievement motivation. The results found that contrasting the students themselves, teachers in low-income neighborhoods held a lower expectation for their students’ school performance and rated them to have a lower achievement motivation. Teacher expectations were positively related to children’s achievement. Implications for practice, policy and research are recommended.

Author

• Lily L. Dyson, Simon Fraser University