Teachers who took part in funds of knowledge household research came to view their minority students as competent and raised their expectations of them.¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q1
Currency · newest study 1994 · not yet checked against its sources · not reviewed by a person
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 5 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? After the research activities, teachers came to view students as "competent participants in households rich in cognitive resources" and raised their expectations of students' abilities. → Funds of Knowledge: Learning from Language Minority Households. ERIC Digest 1994 q1 i? Participating teachers are reported to view students with more respect and understanding and to be better able to tie academic content to students' formerly hidden talents and abilities. → Funds of Knowledge: Learning from Language Minority Households. ERIC Digest 1994 q1 i? Teachers who visited households while engaging in collaborative ethnographic reflection are reported to experience pivotal and transformative shifts in themselves and in household-school and parent-teacher relations. → 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? · qualitative · r2

The digest's conclusion reports the project outcome for participating teachers: they "have consequently raised their expectations of their students' abilities". This is a qualitative report of teacher change; no measure of expectations or student achievement is printed.

"As a result of these research activities, teachers have come to view their students as competent participants in households rich in cognitive resources, and have consequently raised their expectations of their students' abilities."

Studies bearing on this claim¶

Do teachers' visits to and learning about students' homes change how educators read their students, and does it reach the students? This table gathers the studies behind this claim and the 6 narrower claims that bear on it: 5 distinct studies (3 causal, 1 qualitative, 1 associational), q1–q2, 2 of 5 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Related Claims¶

• Deficit View Of Minority Households Lowers Academic 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. — related
• Home visits in funds of knowledge research led teachers to see culture as a dynamic process rather than only dances, food and folklore. — related
• In the Tucson household ethnography, exchanges within households' social networks were often reciprocal and built mutual trust through shared practical activities. — related
• Teacher-researchers in funds of knowledge work face difficulties, including helpless pessimism and heavy time demands; reflective after-school labs helped dispel the pessimism, and teachers judged the process worthwhile despite the strain. — related
• Household and community factors—parenting knowledge, stress, depression, and resource scarcity—may mediate or constrain SES-related differences in input and learning — related
• Students participating in community mathematics practices regarded their everyday home math as inferior to higher-status school math — related
• Teacher home visits slightly improved student attendance in the following school year (95.28% vs 94.93%; ES = +0.02 in the Evidence for ESSA summary) — related
• Home visits are rarely offered and rated lowest of any engagement resource, with Black, Latino, and multilingual parents rating them less favorably — related
• 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 — related
• Schools and teachers unintentionally communicate identity messages to adolescents through the hidden curriculum — related