Teachers' Expectations and Sense of Responsibility for Student Learning: The Importance of Race, Class, and Organizational Habitus

This article examines how the concentration of low‐income African American students in urban elementary schools is deeply coupled with a leveling of teachers' expectations of students and a reduction in their sense of responsibility for student learning. We argue that this process is rooted in school‐based organizational habitus through which expectations of students become embedded in schools. We show that this process can be mediated if school leaders engage in practices designed to increase teachers' sense of responsibility for student learning. organizational habitus, race, class, teacher expectations