Teachers' Perceptions and Expectations and the Black-White Test Score Gap

By Ronald F. Ferguson. 2003

1,018 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/bb54d01320416bfb735255e7696ac6630fd74ab4

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Citations in the corpus

Researching “Black” Educational Experiences and Outcomes: Theoretical and Methodological Considerations (2007, background): “…fact, ample evidence exists suggesting that institutionalized racism of various kinds shapes access to educational opportunity and resources (Bonilla-Silva & Lewis, 1999; Feagin, Vera, & Imani, 1996; R. Ferguson, 1998; Johnson, Boyden, & Pittz, 2001; Lewis, 2003b; Mickelson, 2003; Roscigno, 1998).”
The Effects of Teacher Match on Students’ Academic Perceptions and Attitudes (2017, background): “…interactions tend to focus on the psychological and social effects that may occur when students are better able to view their teachers as role models (Boser, 2011; Evans, 1992; Zirkel, 2002), or when negatively biasing stereotypes of student– teacher interactions are abated (Ferguson, 1998).”
Two Worlds of Private Tutoring: The Prevalence and Causes of After-School Mathematics Tutoring in Korea and the United States (2007, background): “…educational aspiration or expectation has been studied mostly in school settings, and the effect of teacher expectancy and peer culture effect on academic achievement has been well demonstrated (Ferguson, 1998; Fordham & Ogbu, 1986; Lee & Smith, 1999; Raudenbush, 1984; Rosenthal & Jacobson, 1968).”
Raising the Bar: Curricular Intensity and Academic Performance (2008, background): “…by teachers’ opinions of their performance, leading to decreased Black academic performance: “My bottom-line conclusion . . . is that teachers’ perceptions, expectations, and behaviors probably do help to sustain, and perhaps even to expand, the Black-White test score gap” (Ferguson, 2003, p. 495).”
Classroom Effects on Children’s Achievement Trajectories in Elementary School (2008, background): “Of particular interest is whether experiences across the elementary grades contribute differentially to achievement gains for children at risk of school failure, particularly in the elementary grades when small increments in achievement play a large role in eventual outcomes (Alexander, Entwisle, & ”
Power in Numbers: Student Participation in Mathematical Discussions in Heterogeneous Spaces (2013, background): “Teachers often think of and position boys and White students as the smart ones in classrooms (Fennema, Peterson, Carpenter, & Lubienski, 1990; Ferguson, 2003).”
Are teachers' expectations different for racial minority than for European American students? A meta-analysis. (2007, methodology): “Finally, Ferguson discussed race neutrality based on potential, in which neutrality is based on the potential of a student. However, potential cannot be measured, and so this type of race neutrality is difficult to ascertain. As Weinstein, Gregory, and Strambler (2004) recently stated with regard to”
Accuracy and Inaccuracy in Teachers’ Perceptions of Young Children’s Cognitive Abilities (2011, background): “For example, experiments measuring racial-ethnic bias are often constructed so that race-ethnicity and cognitive skills are uncorrelated (Ferguson, 2003).”
Tracking and High School English Learners: Limiting Opportunity to Learn (2005, background): “Ferguson (1998) demonstrated the role teachers’ perceptions and expectations play in perpetuating the achievement gap.”
Systematic Sorting (2013, background): “These schools often face difficulty attracting and retaining effective teachers (Ferguson 1998; Krei 1998; Lankford et al. 2002).”
The threat of stereotype (2004, background): “We also know that such expectations on the part of a teacher can influence the performance of his or her students (Rosenthal, 2002; Weinstein, 2002) and that the black-white achievement gap may in part result from the differential treatment that black students receive in school (Ferguson, 1998).”
Early Schooling and Academic Achievement of African American Males (2003, background): “Access to quality academic programs, curricula, and teacher quality are extremely important (Ferguson, 1991, 2003) for these Black boys who bring to school many skills, dispositions, and behaviors that marginalize.”