Teacher Expectations of Muslim Students in Mathematics and Reading

Abstract

For almost five decades many researchers have explored the effects of teacher expectations on student achievement through multiple student factors such as student gender, ethnicity, and physical attractiveness. This study investigated the expectations teachers formed of Muslim students and aimed to explore teacher expectations of Muslim students in mathematics and reading. Teacher expectations, student achievement and multiple student factors were compared between Muslim students who studied at a Muslim school, and Muslim students who studied at State schools in New Zealand. Two hundred and fourteen students completed student questionnaires that employed the following scales: students’ self–concept, motivation, self-expectations, and perceptions of the classroom climate. The participating schools also provided asTTle and PAT student achievement data in mathematics and reading to enable a comparison of academic performance between the participating schools, as well as examine the relationship between teacher expectations and student achievement. Additionally, 71 teachers completed an estimation survey to predict each students’ achievement by the end of the school year based on a 1-7 scale, (1 = very much below average to 7 = very much above average) in both mathematics and reading. Teacher focus groups were also conducted to explore teacher views of the quantitative results. The findings revealed that teacher expectations in mathematics and reading and student achievement in mathematics were higher for students in the Muslim school than the State schools. A number of student beliefs were stronger at the Muslim school: peer self-concept, student selfexpectations, performance goal orientation in mathematics and reading, and perceptions of peer personal support. On the other hand, State school students reported stronger perceptions of teacher academic support, and a mastery goal orientation in mathematics. The Muslim and State school teacher focus groups indicated that Muslims generally had high expectations of achievement as a cultural characteristic, which could explain the higher expectations of achievement at the Muslim school. The small number of student participants limited the number and depth of analysis for the quantitative results. Future studies could focus on intervention programs to provide teachers with recommendations on how to raise their expectations for Muslim students through daily classroom practices.