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Teacher Expectations

Teacher Expectations - Urban Rev(2008 40:210225 DOI...

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Mexican-American Students’ Perceptions of Teachers’ Expectations: Do Perceptions Differ Depending on Student Achievement Levels? Soung Bae Æ Susan D. Holloway Æ Jin Li Æ Janine Bempechat Published online: 7 August 2007 Ó Springer Science+Business Media, LLC 2007 Abstract This exploratory study examines the learning beliefs of high and low achieving, low-income Mexican-American students. Semi-structured interviews were conducted with 11 ninth grade students. The qualitative analysis shows that students’ perceptions of their teachers’ expectations of a ‘‘good’’ student or a ‘‘not so good’’ student did not differ along achievement lines. However, the students’ perceptions about what it means to be a good student differentiated the low- achievers from the high-achievers. This study’s findings may be used to inform educators about Mexican-American students’ orientation towards school and learning, in hopes for creating more equitable educational settings where all stu- dents achieve to their fullest potential. Keywords Mexican-American students Á Teacher expectations Á Student achievement S. Bae ( & ) Graduate School of Education, University of California, Berkeley, 4511 Tolman Hall, Berkeley, CA 94270–1670, USA e-mail: [email protected] S. D. Holloway Cognition and Development, Graduate School of Education, University of California, Berkeley, 4309 Tolman Hall, Berkeley, CA 94720–1670, USA J. Li Education and Human Development, Education Department, Brown University, 21 Manning Walk, 1938, Providence, RI 02912, USA J. Bempechat Human Development, Wheelock College, 200 The Riverway, Boston, MA 02215, USA 123 Urban Rev (2008) 40:210–225 DOI 10.1007/s11256-007-0070-x
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Although their achievement has risen over the past several decades, Latino students continue to achieve at rates lower than Anglo-American and African-American students and are underrepresented in most areas of higher education (Solorzano, 1995 ; Suarez-Orozco & Suarez-Orozco, 1995 ). In 2000, the status dropout rate for Latinos was 28 percent, higher than the 7 percent for Anglos and the 13 percent rate for African-Americans (Pew Hispanic Centers Report, 2003 ). Further, the high school completion rates mirror the status dropout rates. Latinos are less likely than Anglos and African-Americans to complete their high school degrees. In 2000, 64 percent of Latinos completed high school programs, compared to 92 percent of Anglos and 84 percent of African-Americans (Pew Hispanic Centers Report, 2003 ). The mounting statistics on the underachievement of Latino students reveal the need for researchers, educators, and policy makers to address the problem of how schools are failing Latino students. What steps are being taken to adequately and properly prepare Latino students for access to higher education and future economic success?
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