Modeling the Role of Child Ethnicity and Gender in Children's Differential Response to Teacher Expectations1

By C. McKown, Rhona S Weinstein. 2002

251 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7157ddde3d45eeb2a09b5b33128f06e186e5a600

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In Education

Citations in the corpus

Teacher expectations, classroom context, and the achievement gap. (2008, background): “Similarly, McKown and Weinstein (2002) found that African American elementary school students were more vulnerable to negative expectancy effects than their European American peers.”
Altering the Trajectory of the Self-Fulfilling Prophecy (2017, background): “…of how teachers’ expectancies influence student achievement outcomes, critical awareness allows us to consider ways to ameliorate the many ways teachers’ expectations can otherwise be confounded with students’ cultural background (e.g., McKown & Weinstein, 2002; Tenenbaum & Ruck, 2007).”
Ethnic Identity, Academic Achievement, and Global Self-Concept in Four Groups of Academically Talented Adolescents (2007, background): “Moreover, there is empirical research that provides strong support for these claims in school-aged populations (Arroyo & Zigler, 1995; McKown & Weinstein, 2002, 2003; Oyserman et al., 2003).”
Motivational Pathways to STEM Career Choices: Using Expectancy-Value Perspective to Understand Individual and Gender Differences in STEM Fields. (2013, background): “Indeed, females are more likely than males to be harmed by low teacher expectations of math performance (McKown & Weinstein, 2002; Wang, 2012).”
Assessment Practices and the Underrepresentation of Minority Students in Gifted and Talented Education (2012, unknown): “…the failure to replicate the seminal research on teacher expectation effects (Rosenthal & Jacobson, 1968), more recent research in this area (e.g., McKown & Weinstein, 2002; Weinstein, 2002) suggests that teacher expectation effects may be more potent for students from ethnic minority backgrounds.”
The Development of Gender Achievement Gaps in Mathematics and Reading During Elementary and Middle School (2011, background): “McKown and Weinstein (2002) studied relationships between teacher expectations and student performance in the classrooms of 30 San Francisco area teachers of first, third, and fifth grades.”
Teachers’ Bias Against the Mathematical Ability of Female, Black, and Hispanic Students (2019, background): “…overestimation or underestimation of students’ ability, as measured by the variance in teachers’ assessments of their students’ ability not explained by the students’ performance on a direct assessment (Kilday, Kinzie, Mashburn, & Whittaker, 2012; Mashburn & Henry, 2004; McKown & Weinstein, 2002).”
Relation between teachers' early expectations and students' later perceived competence in physical education classes: Autonomy-supportive climate as a moderator. (2006, background): “Specifically, TEE appeared to be stronger among students who are either 6 African-American (Jussim, Eccles, & Madon, 1996; McKown & Weinstein, 2002) or from lower socio-economic backgrounds (Jussim et al., 1996), and among students who are low achievers (Madon, Jussim, & Eccles, 1997) and with low…”
The Role of Life Satisfaction in Predicting Student Engagement and Achievement (2015, background): “Furthermore, numerous studies demonstrate gender differences in academic experiences, including achievement, academic self-efficacy, student engagement, perceived teacher support, and influence of teacher expectations (Gherasim et al. 2013; Huang 2013; Lewis et al. 2011; McKown and Weinstein 2002; V”
The contribution of student perceptions of school climate to understanding the disproportionate punishment of African American students in a middle school (2012, background): “Studies suggest that the relationships which African-American students have with their teachers are especially important in promoting positive school adjustment (Jussim, Eccles, & Madon, 1996; McKown & Weinstein, 2002).”
Speaking their language: The role of cultural content integration and heritage language for academic achievement among Latino children (2019, background): “Moreover, because teacher expectations are often informed by their perceptions of students’ cultural backgrounds (McKown & Weinstein, 2002; 2 Jussim et al. (1996) describe research that suggests that it is “accuracy more than self- (footnote continued) fulfilling prophesy” that influences students’…”