Influences of student background and teacher authoritarianism on teacher expectations

Published

Journal Article

Asked 25 White elementary school teachers to predict the academic grades and occupational attainment of 6 students: a middle-class White boy; a middle-class White girl; a lower-class White boy; a lower-class White girl; a middle-class Asian boy; and a middle-class Asian girl. In addition, teachers were classified as high or low in authoritarianism based on their tolerance of ambiguity and cognitive complexity. It was found that higher grade and occupational expectations were held for middle-class than for lower-class students. Grade expectations were higher for girls than boys and tended to be higher for Asians than Whites. White females were expected to attain higher occupational status than Asian females, but Asian males were expected to surpass White males on this measure. Finally, teachers who were high authoritarians were more likely than low-authoritarian teachers to utilize stereotypes that favored ingroups and tended to be less likely to use stereotypes that favored outgroups. (30 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved). © 1984 American Psychological Association.

Full Text

Duke Authors

Cited Authors

  • Tom, DY; Cooper, H; McGraw, M

Published Date

  • April 1, 1984

Published In

Volume / Issue

  • 76 / 2

Start / End Page

  • 259 - 265

International Standard Serial Number (ISSN)

  • 0022-0663

Digital Object Identifier (DOI)

  • 10.1037/0022-0663.76.2.259

Citation Source

  • Scopus