Accurate, inaccurate, or biased teacher expectations: Do D utch teachers differ in their expectations at the end of primary education?

Anneke C. Timmermans · Hans Kuyper · Greetje P.C. van der Werf

129 citations0/0 files storedBritish Journal of Educational Psychology

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School Choice and Performance Education, Achievement, and Giftedness Educational Environments and Student Outcomes

Abstract

BACKGROUND: In several tracked educational systems, realizing optimal placements in classes in the first year of secondary education depends on the accuracy of teacher expectations. AIMS: The aim of this study was to investigate between-teacher differences in their expectations regarding the academic aptitude of their students. SAMPLE: The sample consisted of 500 teachers (classes) who provided their expectations of 7,550 students in the final grade of Dutch primary education. METHODS: We analysed the extent to which teachers differed in their expectations and in what contexts their expectations were biased, using multilevel random slope models. RESULTS: Multilevel analysis showed teacher expectation bias to be related to gender and socio-ethnic background of students. The differences among teachers in expectations for Turkish, Moroccan, and other foreign students with low-educated parents were larger than the average teacher expectation bias for these groups in the sample. When student characteristics were controlled for, we found that the teachers in our sample had higher expectations for students in high-performing classes or classes with only a small proportion of students from low-SES families. Teacher expectation bias for demographic groups, however, was found to be independent of the class population. CONCLUSIONS: The results indicate the importance of the teacher and the necessity of using multilevel models when investigating the complex nature of between-teacher differences in expectations of student performance.

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References

1968Pygmalion in the classroom 1948The Self-Fulfilling Prophecy 2005Teacher Expectations and Self-Fulfilling Prophecies: Knowns and Unknowns, Resolved and Unresolved Controversies 1983Research on the self-fulfilling prophecy and teacher expectations.2007Are teachers' expectations different for racial minority than for European American students? A meta-analysis.2012Accuracy of teachers' judgments of students' academic achievement: A meta-analysis.2010The Implicit Prejudiced Attitudes of Teachers 2007Teacher expectations, classroom context, and the achievement gap

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2020Teacher Perceptions of Learning Motivation and Classroom Behavior: The Role of Student Characteristics 2018Schools as Acculturative and Developmental Contexts for Youth of Immigrant and Refugee Background 2018Track recommendation bias: Gender, migration background and SES bias over a 20‐year period in the Dutch context 2019A decade of teacher expectations research 2008–2018: Historical foundations, new developments, and future pathways 2018Australian teachers voice their perceptions of the influences of stereotypes, mindsets and school structure on teachers’ expectations of Indigenous students

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