For example, if
a white teacher expects a black student to perform below average on a math test when compared to white students, over time the teacher may act in ways that encourage black students to underperform.
Just 24 percent of
White teachers expected their Black students to finish high school and higher education, according to a 2017 study led by Seth Gershenson of American University and Nicholas Papageorge of Johns Hopkins University.
Not exact matches
Further,
white teachers may
expect less of minority students than minority
teachers.
Teachers expect 58 percent of
white high school students, but just 37 percent of black high school students, to obtain at least a four - year college degree.
Figure 1 shows that
teachers expect 58 percent of
white high - school students to obtain a four - year college degree (or more), but anticipate the same for only 37 percent of black students.
White teachers were 9 percentage points less likely to expect a black student to earn a college degree than their black colleagues when both teachers were evaluating the same student — on average, 33 percent of black teachers expected the student to finish college, compared to 24 percent of white teac
White teachers were 9 percentage points less likely to
expect a black student to earn a college degree than their black colleagues when both
teachers were evaluating the same student — on average, 33 percent of black
teachers expected the student to finish college, compared to 24 percent of
white teac
white teachers.
When 83 % of all
teachers are
white (non-Hispanic) with an ever - increasing student body of color, we can no longer stand by and
expect the race discussion to solve itself.
But in an age where flip flops appear in
White House photos, some school districts want to make it clear how they
expect all staff members — including
teachers — to dress.
White teachers have lower expectations for students of color, and are significantly less likely to
expect Black students to finish high school and college» School staff frequently perceive Black boys as threatening and dangerous for the same behaviors that are seen as innocent for
White students.»
At the same time, however, participants were careful to point out that black
teachers can't be
expected to have a strong connection with every black student any more than
white teachers can be
expected to have a natural rapport with every
white student.
In addition to socioeconomic realities that may deprive students of valuable resources, high - achieving black students may be exposed to less rigorous curriculums, attend schools with fewer resources, and have
teachers who
expect less of them academically than they
expect of similarly high - achieving
white students.