Key points are not available for this paper at this time.
Four quantitative meta-analyses examined whether teachers' expectations, referrals, positive and neutral speech, and negative speech differed toward ethnic minority students (i.e., African American, Asian American, and Latino/a) as compared with European American students. Teachers were found to hold the highest expectations for Asian American students (d = -.17). In addition, teachers held more positive expectations for European American students than for Latino/a (d =.46) or African American (d =.25) students. Teachers made more positive referrals and fewer negative referrals for European American students than for Latino/a and African American students (d =.31). Although teachers directed more positive and neutral speech (e.g., questions and encouragement) toward European American students than toward Latino/a and African American students (d =.21), they directed an equal amount of negative speech (e.g., criticism) to all students (d =.02). In general, teachers' favoring of European American students compared with African American and Latino/a students was associated with small but statistically significant effects. The meta-analyses suggest that teachers' expectations and speech vary with students' ethnic backgrounds. PsycINFO Database Record (c) 2007 APA, all rights reserved.
Building similarity graph...
Analyzing shared references across papers
Loading...
Harriet R. Tenenbaum
Martin D. Ruck
Journal of Educational Psychology
View
City University of New York
The Graduate Center, CUNY
Kingston University
Building similarity graph...
Analyzing shared references across papers
Loading...
Tenenbaum et al. (Tue,) studied this question.
www.synapsesocial.com/papers/69d976385e5bcb4e3b836959 — DOI: https://doi.org/10.1037/0022-0663.99.2.253
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: