The Effect of Student Background on Teacher Performance Attributions: Evidence for Counterdefensive Patterns and Low Expectancy Cycles
Publication
, Journal Article
Tom, D; Cooper, H
Published in: Basic and Applied Social Psychology
January 1, 1986
Professional teachers' attributions for the performance of six students who varied in social class (middle vs. lower), race (white vs. Asian-American), and gender were compared. Teachers provided open-ended responses to questions soliciting the causes of student success and failure after reading experimentally manipulated record cards. The results revealed that teachers thought studentrelated factors influenced success more than failure and teacher-related factors influenced failure more than success. Also, teachers were more likely to “count” the successes and “discount” the failures of middle-class white females relative to students of other backgrounds. © 1986, Taylor & Francis Group, LLC. All rights reserved.
Duke Scholars
Published In
Basic and Applied Social Psychology
DOI
EISSN
1532-4834
ISSN
0197-3533
Publication Date
January 1, 1986
Volume
7
Issue
1
Start / End Page
53 / 62
Related Subject Headings
- Social Psychology
- 52 Psychology
- 1702 Cognitive Sciences
- 1701 Psychology
- 1608 Sociology
Citation
APA
Chicago
ICMJE
MLA
NLM
Tom, D., & Cooper, H. (1986). The Effect of Student Background on Teacher Performance Attributions: Evidence for Counterdefensive Patterns and Low Expectancy Cycles. Basic and Applied Social Psychology, 7(1), 53–62. https://doi.org/10.1207/s15324834basp0701_4
Tom, D., and H. Cooper. “The Effect of Student Background on Teacher Performance Attributions: Evidence for Counterdefensive Patterns and Low Expectancy Cycles.” Basic and Applied Social Psychology 7, no. 1 (January 1, 1986): 53–62. https://doi.org/10.1207/s15324834basp0701_4.
Tom D, Cooper H. The Effect of Student Background on Teacher Performance Attributions: Evidence for Counterdefensive Patterns and Low Expectancy Cycles. Basic and Applied Social Psychology. 1986 Jan 1;7(1):53–62.
Tom, D., and H. Cooper. “The Effect of Student Background on Teacher Performance Attributions: Evidence for Counterdefensive Patterns and Low Expectancy Cycles.” Basic and Applied Social Psychology, vol. 7, no. 1, Jan. 1986, pp. 53–62. Scopus, doi:10.1207/s15324834basp0701_4.
Tom D, Cooper H. The Effect of Student Background on Teacher Performance Attributions: Evidence for Counterdefensive Patterns and Low Expectancy Cycles. Basic and Applied Social Psychology. 1986 Jan 1;7(1):53–62.
Published In
Basic and Applied Social Psychology
DOI
EISSN
1532-4834
ISSN
0197-3533
Publication Date
January 1, 1986
Volume
7
Issue
1
Start / End Page
53 / 62
Related Subject Headings
- Social Psychology
- 52 Psychology
- 1702 Cognitive Sciences
- 1701 Psychology
- 1608 Sociology