Ethnicity, Teachers’ Expectations, and Student Performances in Ontario Schools
Keywords:
teacher expectations, ethnicity, student achievement, academic performance, Ontario schools, standardized examinations, educational stratificationAbstract
This research examines the extent to which differences in achievement between Yiddish-speaking and French-speaking students are accounted for by the expectations of their teachers. A causal model incorporating both normative and cognitive expectations of teachers is used. The results suggest that teachers base their expectations on the intellectual ability and previous performance of students rather than upon their ethnicity. Moreover, the data indicate that expectations affect the teachers’ assigned grades to a greater degree than they effect achievement on standardized examinations.
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