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April 1, 2026Sociology of Education

Care, Success, and Accountability: Cultural Logics, Expectation Drift, and the Complex Nature of Teacher Expectations

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Authors

MCMaia CucchiaraSFSherelle FergusonUniversity of California, IrvineSSS. SheikhDartmouth Institute for Health Policy and Clinical Practice

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Implication

Ethnographic research uncovers how teacher expectations evolve in response to institutional pressures, affecting student outcomes.

Key Points

  • The study explores how teacher expectations are negotiated and shaped within educational contexts, particularly in progressive high schools serving low-income students of color.
  • Conducted ethnographic research in two progressive high schools.
  • Analyzed interactions and interpretations of teacher expectations.
  • Identified cultural logics guiding decision-making among teachers.
  • Expectation drift was observed as teachers’ demands shifted over time.
  • Tensions among care, success, and accountability influenced teacher judgments.
  • Expectation drift can support student learning while also perpetuating systemic issues.

Cite This Study

Cucchiara et al. (2026) studied this question.

synapsesocial.com/papers/69cd7a915652765b073a7c8fhttps://doi.org/10.1177/00380407261432655
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Also Consider

Synapse has enriched 3 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1How Do Teachers Manage to Teach? Perspectives on Problems in Practice1985 · 771 citations
  2. 2Expecting the best for students: Teacher expectations and academic outcomes2006 · 386 citations
  3. 3Stereotype Promise: Racialized Teacher Appraisals of Asian American Academic Achievement2022 · 20 citations