Teacher Expectations, Ethnicity and the Achievement Gap

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dc.contributor.author Adams, Hana en
dc.contributor.author Davies, Christine en
dc.contributor.author Webber, Melinda en
dc.date.accessioned 2016-10-19T01:06:56Z en
dc.date.issued 2015-04 en
dc.identifier.citation New Zealand Journal of Educational Studies 50(1):55-69 Apr 2015 en
dc.identifier.issn 0028-8276 en
dc.identifier.uri http://hdl.handle.net/2292/30802 en
dc.description.abstract The aim of this mixed methods study was to explore the relationship between teacher expectations and student ethnicity. Factors that contributed to the achievement gap were also investigated. The study involved 15 mathematics teachers and 361 students from five urban secondary schools in Auckland. Fifteen teachers completed questionnaires and 10 teachers also participated in semi-structured interviews. Findings revealed that teachers’ expectations differed depending on the ethnicity of the student, even when controlling for achievement. Expectations were highest for Asian and Pākehā students, and lowest for Pasifika and Māori. Interviews with teachers confirmed lower expectations for Māori. Eight out of 10 teachers interviewed believed there were deficits in Māori and Pasifika students’ home backgrounds and that they lacked goals, motivation and aspirations. When asked about the achievement gap, all 10 teachers again referred to perceived deficits in Māori and Pasifika home backgrounds, and students’ attitudes as contributing factors. en
dc.publisher Springer en
dc.relation.ispartofseries New Zealand Journal of Educational Studies en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Teacher Expectations, Ethnicity and the Achievement Gap en
dc.type Journal Article en
dc.identifier.doi 10.1007/s40841-015-0004-1 en
pubs.issue 1 en
pubs.begin-page 55 en
pubs.volume 50 en
pubs.end-page 69 en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 512215 en
pubs.org-id Education and Social Work en
pubs.org-id Learning Development and Professional Practice en
pubs.org-id Te Puna Wananga en
dc.identifier.eissn 2199-4714 en
pubs.record-created-at-source-date 2015-12-09 en
pubs.online-publication-date 2015-03-11 en

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