Perceptions of Teacher Expectations by African American High School Students

African American high school students are performing behind their White classmates regardless of whether they are in majority or minority populations at school. Teacher expectations, among school-related factors that can impact the academic achievement of African American high school students, are t...

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Bibliographic Details
Published in:The Journal of Negro education 2010-01, Vol.79 (1), p.33-40
Main Authors: Pringle, Beverley E., Lyons, James E., Booker, Keonya C.
Format: Article
Language:English
Subjects:
Academic achievement
Achievement Gap
African American education
African American Students
African Americans
Black students
Children
Data Analysis
Educational Environment
English teachers
High School Seniors
High School Students
High schools
Minority & ethnic groups
Minority group students
Outcomes of Education
Racial Bias
Research Methodology
Secondary school students
Secondary school teachers
Socioeconomic factors
Student Attitudes
Student Participation
Studies
Teacher attitudes
Teacher Effectiveness
Teacher Expectations of Students
Teachers
Teaching Methods
United States (Southeast)
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Summary:African American high school students are performing behind their White classmates regardless of whether they are in majority or minority populations at school. Teacher expectations, among school-related factors that can impact the academic achievement of African American high school students, are the focus of this study. Interviews were conducted with 48 African American students in two high schools of dissimilar racial makeup. This study revealed two major themes denoting the importance of teacher expectations and quality of instruction. Implications of this study for the education of African American students are addressed.
ISSN:0022-2984
2167-6437