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.