The perception that language minority students bring language disadvantages and knowledge deficiencies from home has too often led to lowered academic expectations for them.¶

Claim · All claims
Evidence · 1 study · review r1 · q1
Currency · newest study 1994 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 1999: baselines and conditions change
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? The digest asserts that the "inaccurate perception" of minority students' home-based deficiencies has too often led to lowered academic expectations; it offers no evidence for this in the text. → Funds of Knowledge: Learning from Language Minority Households. ERIC Digest 1994

Evidence¶

Funds of Knowledge: Learning from Language Minority Households. ERIC Digest 1994¶

Funds of Knowledge: Learning from Language Minority Households. ERIC Digest. (1994). https://eric.ed.gov/?id=ED367146

q1 · i? · review · r1

Stated as the digest's opening premise: the deficit perception "has too often led to lowered academic expectations for these students." The digest offers no evidence or argument for this assertion beyond stating it; it is coded as an unsupported assertion.

"This inaccurate perception, that diverse minority students have language disadvantages and deficiencies in school-sanctioned knowledge that they bring from the home to the classroom, has too often led to lowered academic expectations for these students."

Discussion¶

Related Claims¶

• Funds Of Knowledge Research Raises Teacher Expectations
• Teacher Expectation Effects On Achievement
• In the Tucson funds of knowledge project, teachers visiting language minority households found funds of knowledge to be abundant and diverse. — reports the opposite
• A 1993 case-study paper on culturally aware teachers asserts, without data of its own, that instruction incorporating students' life experiences, language and skills improves academic performance — related
• Teachers underrefer culturally and linguistically diverse students for gifted identification — related
• In the Montebello blended science-language program, sentence frames limited student responses and teachers raised their expectations of English learners — reports the opposite
• Moll and Greenberg found that Mexican American students judged cognitively deficient in school performed complex cognitive tasks in their home communities, attributing the deficit judgment to culture-laden evaluative mediation — a narrower finding that bears on this claim
• Teacher expectancy effects: seeded expectations led treated students to outperform peers (as reported by the review) — related