5.1 Teacher expectations and self-fulfilling prophecy

Teacher expectations significantly impact student outcomes in the classroom. These expectations, influenced by factors like student characteristics and teacher biases, can shape academic achievement, motivation, and self-concept. Understanding their sources and effects is crucial for creating equitable learning environments.

Self-fulfilling prophecies in education occur when teacher expectations influence student performance, confirming initial beliefs. The Pygmalion effect demonstrates how high expectations can boost achievement, while the Golem effect shows how low expectations can hinder performance. Recognizing these dynamics is essential for promoting positive outcomes for all students.

Teacher expectations

• Teacher expectations play a significant role in shaping student outcomes and experiences in the classroom
• Expectations can be influenced by various factors, including student characteristics, teacher biases, and school context
• Understanding the sources, accuracy, and impact of teacher expectations is crucial for creating equitable learning environments

Sources of expectations

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• Student performance and academic history inform teacher expectations about future achievement
• Stereotypes and biases based on student demographics (race, gender, socioeconomic status) can shape expectations
• Teacher's own educational experiences and beliefs about learning and ability influence their expectations for students
• Interactions with colleagues and school culture can contribute to the formation of expectations

Accuracy of expectations

• Teacher expectations are not always accurate reflections of student potential and ability
• Inaccurate expectations can arise from limited information, stereotypes, or confirmation bias
• Teachers may overestimate or underestimate student capabilities based on superficial factors or incomplete data
• Regularly assessing and adjusting expectations based on student performance and progress is essential for maintaining accuracy

Positive vs negative expectations

• Positive expectations convey belief in student potential and can inspire motivation and effort
• Negative expectations communicate doubt in student abilities and can discourage engagement and persistence
• Teachers may differentiate their behavior and instructional practices based on positive or negative expectations
• Balancing high expectations with support and encouragement is key to fostering student success

Self-fulfilling prophecy

• Self-fulfilling prophecy occurs when expectations influence behavior and outcomes in a way that confirms the initial expectation
• In education, teacher expectations can shape student performance through various mechanisms
• Understanding the power of self-fulfilling prophecies is crucial for promoting positive student outcomes and avoiding unintended negative consequences

Definition of self-fulfilling prophecy

• A prediction or expectation that directly or indirectly causes itself to become true
• Occurs when expectations influence behavior and outcomes in a way that confirms the initial expectation
• Can operate in both positive and negative directions, depending on the nature of the expectation

Pygmalion effect

• The Pygmalion effect refers to the positive impact of high expectations on student performance
• When teachers hold high expectations and communicate belief in student potential, students are more likely to rise to those expectations
• The Pygmalion effect can boost student motivation, effort, and achievement
• Examples include providing challenging assignments, offering praise and encouragement, and setting high standards for all students

Golem effect

• The Golem effect is the negative counterpart to the Pygmalion effect, occurring when low expectations hinder student performance
• When teachers hold low expectations and communicate doubt in student abilities, students may internalize those beliefs and underperform
• The Golem effect can undermine student motivation, engagement, and self-confidence
• Examples include providing less challenging work, withholding praise and support, and setting lower standards for certain students

Mechanisms of self-fulfilling prophecy

• Teacher expectations can influence student outcomes through various behavioral and psychological mechanisms
• Teachers may differentiate their instructional practices, feedback, and attention based on their expectations for individual students
• Students may internalize teacher expectations and adjust their own beliefs, motivation, and effort accordingly
• Expectations can shape the quality and quantity of teacher-student interactions, impacting the learning environment and student experiences

Impact on student outcomes

• Teacher expectations can have significant and lasting effects on student academic, social, and emotional outcomes
• Understanding the potential impact of expectations is essential for creating supportive and equitable learning environments
• Educators must be mindful of how their expectations shape student experiences and take steps to promote positive outcomes for all learners

Academic achievement

• High teacher expectations are associated with improved student academic performance and achievement
• Students who experience positive expectations are more likely to engage in learning, persist in the face of challenges, and achieve at higher levels
• Low expectations can limit student achievement by discouraging effort, undermining motivation, and reinforcing negative self-beliefs

Student motivation and effort

• Teacher expectations can significantly influence student motivation and willingness to invest effort in learning
• Positive expectations convey belief in student potential and can inspire students to set high goals and work hard to achieve them
• Negative expectations can diminish student motivation by communicating doubt in their abilities and potential for success

Student self-concept and confidence

• Teacher expectations shape how students view themselves as learners and their beliefs about their own abilities
• Positive expectations can boost student self-concept and confidence, empowering them to take on challenges and persist in the face of setbacks
• Negative expectations can erode student self-esteem and self-efficacy, leading to self-doubt and disengagement from learning

Factors influencing teacher expectations

• Various factors can shape teacher expectations, including student characteristics, teacher backgrounds and beliefs, and school context
• Understanding these influences is essential for promoting accurate and equitable expectations for all students
• Educators must be aware of potential biases and take steps to ensure that expectations are based on valid information and high standards for all learners

Student characteristics

• Student demographics, such as race, gender, and socioeconomic status, can influence teacher expectations through stereotypes and biases
• Prior academic performance and behavior can shape expectations about future achievement and potential
• Student attitudes, motivation, and engagement can also impact teacher perceptions and expectations

Teacher characteristics

• Teacher backgrounds, experiences, and beliefs about learning and ability can shape their expectations for students
• Implicit biases and stereotypes can influence expectations, even when teachers are unaware of their impact
• Teacher self-efficacy and sense of responsibility for student learning can also affect expectations and instructional practices

School and classroom context

• School culture, policies, and practices can shape teacher expectations and student experiences
• Tracking and ability grouping can reinforce differential expectations based on student characteristics and prior performance
• Class size, resources, and support for professional development can also influence teacher expectations and practices

Strategies for mitigating negative effects

• Educators can take proactive steps to mitigate the negative effects of low expectations and promote equitable learning opportunities for all students
• Strategies include increasing awareness of biases, providing equitable treatment and support, setting high expectations for all learners, and using formative assessment to inform instruction and feedback

Awareness and self-reflection

• Teachers must be aware of their own biases and how they may influence expectations and interactions with students
• Engaging in self-reflection and examining assumptions can help teachers identify and address potential sources of inequitable expectations
• Seeking feedback from colleagues and students can provide valuable insights into the impact of expectations on classroom dynamics and student experiences

Equitable treatment of students

• Providing all students with equal opportunities to learn, participate, and succeed is essential for promoting equitable outcomes
• Teachers should ensure that their interactions, feedback, and instructional practices are consistent and fair across all students
• Avoiding differential treatment based on student characteristics or prior performance can help prevent the negative effects of low expectations

High expectations for all students

• Setting high expectations for all students, regardless of background or prior achievement, is crucial for promoting academic success and personal growth
• Communicating belief in student potential and providing challenging and engaging learning experiences can inspire students to rise to those expectations
• Offering support and resources to help students meet high standards can ensure that expectations are both ambitious and achievable

Formative assessment and feedback

• Using formative assessment to gather ongoing data about student learning can help teachers adjust expectations and instructional practices based on evidence
• Providing specific, actionable feedback that focuses on growth and improvement can help students develop a growth mindset and persist in the face of challenges
• Regularly reviewing and discussing student progress can help teachers maintain accurate and responsive expectations throughout the learning process

Research on teacher expectations

• Decades of research have explored the nature, sources, and impact of teacher expectations on student outcomes
• Seminal studies have established the power of self-fulfilling prophecies and the potential for expectations to shape student experiences and achievement
• Recent research has continued to refine our understanding of the mechanisms and moderators of teacher expectation effects

Seminal studies

• Rosenthal and Jacobson's (1968) "Pygmalion in the Classroom" study demonstrated the impact of teacher expectations on student IQ scores
• Brophy and Good's (1970) research identified specific teacher behaviors that communicate differential expectations to students
• Jussim and Eccles' (1992) study found that teacher expectations had a significant effect on student math achievement, even after controlling for prior performance

Recent findings and developments

• Research has continued to explore the sources and consequences of teacher expectations across diverse student populations and educational contexts
• Studies have examined the role of implicit biases, stereotypes, and cultural mismatches in shaping teacher expectations and student outcomes
• Investigators have also explored the potential for interventions, such as professional development and culturally responsive teaching, to promote equitable expectations and practices

Limitations and future directions

• Much of the research on teacher expectations has relied on correlational designs, making it difficult to establish causal relationships between expectations and student outcomes
• Future research should employ experimental and longitudinal designs to better understand the directionality and durability of expectation effects
• Studies should also explore the intersectionality of student characteristics and the potential for cumulative or multiplicative effects of expectations across multiple dimensions of identity
• Investigating the role of school and policy contexts in shaping teacher expectations and student experiences is another important direction for future research