Preschool teachers' perceptions of children's academic abilities were not associated with child gender or race/ethnicity¶

Claim · All claims
Evidence · 1 study · associational r3 · q3 · i0 negligible
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i0 Neither child gender nor race/ethnicity predicted differential teacher perceptions of pre-academic skill in this sample. → Baker Courtney N. 2015

Evidence¶

Baker Courtney N. 2015¶

Baker Courtney N., Tichovolsky Marianne H., Kupersmidt Janis B., Voegler-Lee Mary Ellen, Arnold David H. (2015). Teacher (Mis)Perceptions of Preschoolers' Academic Skills: Predictors and Associations With Longitudinal Outcomes. Journal of Educational Psychology. https://doi.org/10.1037/edu0000008

q3 · i0 · associational · r3

Cross-sectional HLM in a sample that was 52% African American and 33% White children with 64% African American and 32% White teachers; no standardized effect of gender or race/ethnicity on perception discrepancy was reported.

"Teachers' perceptions of children's academic abilities were not associated with child gender or race/ethnicity."

Discussion¶

Learner Variables¶

• Race and Ethnicity — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• Even controlling for actual skill, older children, children with stronger social skills, and children with fewer inattentive symptoms were perceived as more academically able by preschool teachers — related
• Preschool teachers both over- and underestimate children's pre-academic abilities relative to objective assessment, with substantial numbers of children discrepant in each direction — related
• Race, ethnicity, and class affect teacher perceptions and teacher behavior, including persistence with struggling students — related