Teacher Expectations, Ethnicity and the Achievement Gap

Abstract

Teacher expectation research is an important area in educational investigations. While high expectations have been shown to have positive effects for student achievement, low teacher expectations are acknowledged as one of the factors that contribute to lower achievement levels or student failure. For students who belong to ethnic minorities, come from a low socioeconomic background and attend low decile schools, teacher expectation and its effects seem to be particularly significant. The aim of this mixed-methods study was to explore the relationship between teacher expectations and ethnicity. Factors that contribute to the achievement gap between Māori and non-Māori were also investigated. This study involved 15 mathematics teachers and 361 Year 9 and Year 10 students. The participants were recruited from five secondary schools in Auckland, of which three were low decile, one was mid-decile and one was high decile. The teachers and students completed questionnaires and ten teachers also participated in semistructured interviews. Findings revealed that teachers’ expectations did differ depending on the ethnicity of the student, even when controlling for achievement. Teacher expectations were highest for Asian students, followed by Pākehā and Pasifika students. Teacher expectations were lowest for Māori students even though their actual achievement was equivalent to that of Pasifika students. The findings from the qualitative data confirmed that teachers had lower expectations for and more negative beliefs about Māori students, while having higher expectations for and overwhelmingly positive beliefs about Asian students. Low teacher expectations for Māori were due to perceived deficits in the students’ home background including broken families, a lack of parental support and education, and criminal tendencies. Teachers believed that both Māori and Pasifika students lacked goals, motivation and aspirations. Conversely, teacher perceptions of Asian students were that they came from homes with high parental and family expectations and that the students were good at mathematics, hardworking, and high achievers. When asked about the achievement gap, most teachers again identified deficits in Māori and Pasifika students’ home backgrounds, and students’ negative attitudes to education as contributing factors. Very few identified teacher or school factors as possible contributors to the achievement gap.