Teacher Expectations and Self-Fulfilling Prophecies: Knowns and Unknowns, Resolved and Unresolved Controversies

By L. Jussim, K. Harber. Personality and Social Psychology Review, 2005

1,194 citations recorded by the source corpus.

Subfields: Health, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/a4e17a4f10a4f15d0247e8a8367bfdae1147c6f7

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Citations in the corpus

The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes (2009, neutral): “…on their interest and motivation (Wentzel, 1998), and teachers’ expectations of student achievement (which has an affective component) influence the way they behave toward their students and thus can affect students’ motivation, self-perceptions, and academic performance (Jussim & Harber, 2005).”
Leading the Herd Astray: An Experimental Study of Self-Fulfilling Prophecies in an Artificial Cultural Market (2008, background): “Moving up to the level of the dyad, researchers have explored the effects of teacher expectations on student outcomes (Rosenthal and Jacobson 1968; Jussim and Harber 2005) and physician prognosis on patient health (Christakis 1999).”
Same Work, Lower Grade? Student Ethnicity and Teachers’ Subjective Assessments (2011, background): “Both are likely to affect teacher behavior toward minority students, and, even if this happens in unwitting or subtle ways, this may lead students to adjust their efforts downward and to perform poorer (Jussim & Harber, 2005).”
Measuring Perceived Teacher Support and Its Influence on Adolescent Career Development (2008, methodology): “Additionally, these four first-order factors are supported by the literature (e.g., Jussim & Harber, 2005; Tardy, 1985; Whiston & Keller, 2004), offering additional support for the revision of this measure using the model as a basis for creation or modification of items.”
THE DOWNFALL OF EXTRAVERTS AND RISE OF NEUROTICS: THE DYNAMIC PROCESS OF STATUS ALLOCATION IN TASK GROUPS (2013, methodology): “We calculated dispersion using the groups’ Gini coefficients of the members’ status ratings in each time period, as suggested by Kalkhoff (2005) and Harrison and Klein (2007).”
Formative Interventions for Expansive Learning and Transformative Agency (2016, background): “The importance of these categories has been amply established in research and debate on teacher expectancy (Jussim & Harber, 2005; Rosenthal & Jacobson, 1968).”
Sustainability of teacher expectation bias effects on long-term student performance. (2010, methodology): “Madon et al. (1997) and Jussim and Harber (2005) stated that a complicating factor for the analysis of teacher expectation effects in naturalistic situations is that one never knows the exact accuracy of the measured teacher expectations about future student achievement.”
What Blocks the Gate? Exploring Current and Former English Learners’ Math Course-Taking in Secondary School (2017, background): “Additional research suggests that students from stigmatized social groups, including students of color, Thompson may be more sensitive to teacher expectations, with low teacher expectations potentially becoming self-fulfilling prophecies (Jussim & Harber, 2005).”
Teachers’ Sensemaking of Data and Implications for Equity (2015, methodology): “In addition, past research (Jussim & Harber, 2005) suggests that the use of Model 4—which involves low expectations—may have had implications for student outcomes.”