Teachers’ expectations as a factor influencing African-American students’ academic achievement and classroom behavior

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dc.contributor.advisorCokley, Kevin O. (Kevin O'Neal), 1969-en
dc.contributor.committeeMemberMoore, Leslieen
dc.creatorGupta, Anusreeen
dc.date.accessioned2010-11-11T19:42:35Zen
dc.date.accessioned2010-11-11T19:42:40Zen
dc.date.accessioned2017-05-11T22:20:40Z
dc.date.available2010-11-11T19:42:35Zen
dc.date.available2010-11-11T19:42:40Zen
dc.date.available2017-05-11T22:20:40Z
dc.date.issued2010-05en
dc.date.submittedMay 2010en
dc.date.updated2010-11-11T19:42:40Zen
dc.descriptiontexten
dc.description.abstractTeachers’ expectations for African-American students and the role of students’ race in teachers’ expectations is the focus of this report. Several studies have indicated that teacher expectations not only influence African-American students’ academic achievement, but also their classroom behavior. Studies have also suggested that low teacher expectations are a result of a combination of various factors such as teacherstudent race, low socioeconomic background and cultural differences. Low expectations based on incorrect information may lead to self-fulfilling prophecies. This report also sheds light on ways in which school counselors could contribute in changing and sustaining teacher expectations and promoting culture-relevant teaching strategies.en
dc.format.mimetypeapplication/pdfen
dc.identifier.urihttp://hdl.handle.net/2152/ETD-UT-2010-05-896en
dc.language.isoengen
dc.subjectTeachers expectationsen
dc.subjectAfrican-American studentsen
dc.subjectAcademic achievementen
dc.subjectClassroom behavioren
dc.subjectCulture-relevant teaching strategiesen
dc.titleTeachers’ expectations as a factor influencing African-American students’ academic achievement and classroom behavioren
dc.type.genrethesisen

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