Effects of Student Gender and Socioeconomic Status on Teacher Perceptions

By A. Auwarter, Mara S. Aruguete. 2008

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Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, unknown): “…found to vary as a function of contextual factors, such as the school’s geographic setting (urban, suburban, or rural) and students’ race, socioeconomic status, and Btracking^ levels (Auwarter and Aruguete 2008; Moseley and Taylor 2011; Raudenbush et al. 1992; Tschannen-Moran and Johnson 2011).”
Changing patterns of parent–teacher communication and parent involvement from preschool to school (2015, background): “It is interesting to note that some research on teacher expectations indicates that in general, teachers have lower expectations for students with low SES and minority status (Auwarter & Aruguete, 2008; de Boer, Bosker, & van der Werf, 2010; Hinnant, O’Brien, & Ghazarian, 2009).”
Pre-service elementary school teachers' expectations about student performance: How their beliefs are affected by their mathematics anxiety and student's gender (2015, methodology): “…that can affect teacher expectations, such as 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…”