Teachers' Expectations of Girls' Classroom Performance and Behavior: Effects of Girls' Race and Pubertal Timing

Autor/inn/en	Carter, Rona; Mustafaa, Faheemah N.; Leath, Seanna
Titel	Teachers' Expectations of Girls' Classroom Performance and Behavior: Effects of Girls' Race and Pubertal Timing
Quelle	In: Journal of Early Adolescence, 38 (2018) 7, S.885-907 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431617699947
Schlagwörter	Females; Race; Academic Achievement; Puberty; Vignettes; Teacher Expectations of Students; Risk; Behavior Problems; Elementary School Teachers; Social Behavior; Social Problems; Learning Problems; Correlation; Racial Differences; African American Students; White Students; Elementary School Students; Online Surveys; Questionnaires; Student Behavior; Statistical Analysis; Michigan; Florida; Ohio; Maryland + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Rasse; Abstammung; Schulleistung; Pubertät; Risiko; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Social behaviour; Soziales Verhalten; Social problem; Soziales Problem; Lernproblem; Korrelation; Rassenunterschied; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Fragebogen; Student behaviour; Schülerverhalten; Statistische Analyse
Abstract	Experiencing an early pubertal transition has been shown to increase the risk for internalizing and externalizing outcomes among girls. It is less clear how the expectations of other individuals can be critical determinants of vulnerability for early developers. This study used an experimental design to examine whether the expectations of teachers might be influenced by girls' pubertal timing (early, on-time, late) and race (Black, White). Elementary school teachers (N = 220; M[subscript age] = 43 years; 91% female; 84% White) were randomly shown behavior vignettes consisting of drawings of girls in varying stages of pubertal development. They then rated each girl's future academic/social functioning. Results demonstrated that teachers expected White and Black early developers to have more academic/social problems. Teachers also ascribed more academic/social problems to Black early developers relative to White early developers. The findings offer new insights into the synergistic linkages between pubertal timing and teachers' expectations, with girls' race accentuating this relationship. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01