Teacher Expectations and Perceptions of Polynesian and Pakeha Pupils and the Relationship to Classroom Behaviour and School Achievement

S ummary . A study of 90 nine‐year‐olds in five ethnically mixed New Zealand classrooms was undertaken to investigate teachers' perceptions of Polynesian and Pakeha pupils and the relationship of these perceptions to expectations for general ability. Results showed that the Polynesian minority group pupils were perceived less favourably than the Pakeha majority on dimensions reflecting parent‐home factors and academic work skills. In line with this, teachers held lower expectations for the ability of Polynesian pupils than their Pakeha classmates. However, observations of teacher‐pupil interaction showed no ethnic group differences. Despite the absence of any overt discrimination against minority group pupils there were achievement differences favouring the majority group in terms of standardised achievement test performance and in teachers' ratings of achievement at the end of the year. It was concluded that while teacher expectation effects did not severely bias children's learning, negative perceptions and expectations for Polynesian children led to them being treated similarly to others expected to be of low ability and helped to maintain the status quo of lower achievement.