Influences of student background and teacher authoritarianism on teacher expectations
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.
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- Education
- 5201 Applied and developmental psychology
- 3904 Specialist studies in education
- 1702 Cognitive Sciences
- 1701 Psychology
- 1303 Specialist Studies in Education
Citation
Published In
DOI
ISSN
Publication Date
Volume
Issue
Start / End Page
Related Subject Headings
- Education
- 5201 Applied and developmental psychology
- 3904 Specialist studies in education
- 1702 Cognitive Sciences
- 1701 Psychology
- 1303 Specialist Studies in Education