Are teachers' expectations different for racial minority than for European American students? A meta-analysis.

By H. Tenenbaum, Martin D. Ruck. 2007

876 citations recorded by the source corpus.

Subfields: Education, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/8d9d55bad9233d444a08c593b5d585aed738452d

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Citations in the corpus

The Big-Fish-Little-Pond Effect and a National Policy of Within-School Ability Streaming (2013, background): “Furthermore, there is also evidence that teachers’ expectations differ according to the students’ ethnicity (Tenenbaum & Ruck, 2007).”
The Potential Roles of Self‐Fulfilling Prophecies, Stigma Consciousness, and Stereotype Threat in Linking Latino/a Ethnicity and Educational Outcomes (2010, neutral): “Although we are not aware of any research showing that self-fulfilling prophecies shape the academic achievement of Latino/a youth in particular, a recent meta-analysis found that teachers do hold lower expectations for Latino/a students than for Euro-American students (Tenenbaum & Ruck, 2007).”
An investigation of the relationship between teachers’ expectations and teachers’ perceptions of student attributes (2016, background): “…in teacher expectations for students of different demographic groups after the previous performance of students was controlled for (e.g., Glock and Krolak-Schwerdt 2013; McKown and Weinstein 2008; Rubie-Davies et al. 2006; Speybroeck et al. 2012; Tenenbaum and Ruck 2007; van den Bergh et al. 2010).”
Support and Guidance from Families, Friends, and Teachers in Latino Early Adolescents' Math Pathways (2009, background): “However, because other studies of achievement of Latino youth have not painted teachers in such a positive light (e.g., Tenenbaum & Ruck, 2007), it will be important to examine further the role of teachers in the academic pathways of Latino youth.”
Pygmalion effects in the classroom: Teacher expectancy effects on students' math achievement (2015, background): “Not surprisingly, Pygmalion effects have been the subject of many empirical studies (meta-analyses and reviews see Jussim & Harber, 2005; Rosenthal & Rubin, 1978; Tenenbaum & Ruck, 2007), which have documented, by and large, the existence of expectancy effects.”
Primary Teachers' Conceptions of Giftedness (2008, background): “In a recent meta-analysis, researchers found that teachers were much less likely to refer African American and Latino/a students for gifted programs than White students, with a difference of almost one full standard deviation (.92; Tenenbaum & Ruck, 2007). traditional teacher referral instruments.”
Pre-service elementary school teachers' expectations about student performance: How their beliefs are affected by their mathematics anxiety and student's gender (2015, neutral): “…student prior achievement (Dusek & Joseph, 1983; Jussim et al. 1996), socioeconomic status (Auwarter & Aruguete, 2008a; Rist, 2000; Speybroeck et al. 2012), ethnicity (Figlio, 2005; Strand, 2012; Tenenbaum & Ruck, 2007) and gender (Auwarter & Aruguete, 2008a; Hinnant, O'Brien, & Ghazarian, 2009).”
Teachers Are People Too: Examining the Racial Bias of Teachers Compared to Other American Adults (2020, background): “Indeed, decades of research has demonstrated that teachers make racially biased decisions that can fundamentally shape the lives of students, perpetuating racial inequality (e.g., Blanchett, 2006; Lewis, 2003; Lewis & Diamond, 2017; Nicholson-Crotty et al., 2009; Tenenbaum & Ruck, 2007).”