Adolescents' self-understandings are informed by their perceptions of teacher expectations, which may differ across student groups¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Adolescents' self-understandings are informed by their perceptions of their teachers' expectations, even when those expectations are communicated implicitly. → Verhoeven 2019 q2 i? Inequalities may occur in (perceived) teacher expectations across groups of students distinguished by ethnic background, perceived academic abilities, and/or gender. → Verhoeven 2019 (2)

Evidence¶

Verhoeven 2019¶

Verhoeven, M., Poorthuis, A. M. G., & Volman, M. (2019). The Role of School in Adolescents' Identity Development. A Literature Review. Educational Psychology Review. https://doi.org/10.1007/s10648-018-9457-3

q2 · i? · review · r2

Synthesis of 17 articles (one theoretical, 16 ethnographic) on teacher expectations, based on classroom observations, teacher interviews, and student interviews. One study showed a student changed her story of herself as a mathematics learner in relation to how her teacher positioned her.

"the studies do suggest that adolescents 'self-understandings are informed by their perceptions of their teachers ' expectations"

Verhoeven 2019 (2)¶

Verhoeven, M., Poorthuis, A. M. G., & Volman, M. (2019). The Role of School in Adolescents' Identity Development. A Literature Review. Educational Psychology Review. https://doi.org/10.1007/s10648-018-9457-3

q2 · i? · review · r2

The review reports that ethnographic studies employing different perspectives found teachers (perceivably) hold different expectations of groups distinguished by ethnic background, perceived academic abilities, and/or gender; one interview and questionnaire study of 33 diverse high school students found students spoke about ethnic/racial biases in science classes.

"this suggests that inequalities may occur in (perceived) teacher expectations across different groups of students."

Discussion¶

Learner Variables¶

• Academic Self-Concept — outcome: instruction changes it
• Identity — outcome: instruction changes it

Related Claims¶

• Schools and teachers unintentionally communicate identity messages to adolescents through the hidden curriculum — a broader claim this one bears on
• Selection practices and differentiation shape adolescents' identities, but evidence on tracking's role in identity development remains inconclusive — related