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Students' Perceptions on the Impact of Teacher Expectation Bias on Classroom College Readiness Opportunities

As increasing emphasis is being placed on student college and career readiness, instructional approaches seek to develop content and skill proficiency. I gathered student perspectives on teacher expectations and instructional opportunities in core content classes in order to determine if expectation bias influences college readiness preparation in the classroom. Student academic self-concept and college readiness were examined alongside beliefs about teacher expectations and instructional opportunities in a conceptual framework for student perceptions. In this qualitative study, I utilized four focus groups of high school students from two cohorts to analyze perceptions across students from mostly on-level core classes and those from mostly advanced core classes. Findings showed students held high expectations of their own current and future performance, as well as perceived teachers generally hold high expectations, though this was shown through the development of relational capacity rather than instructional opportunities to develop college readiness skills or connect to students' future ambitions. The results of the study provide insight to educators seeking to create stronger connections for students between current educational experiences and future postsecondary opportunities.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc1157639
Date05 1900
CreatorsWellman, Kristen Suzanne
ContributorsHuffman, Jane B., Ezzani, Miriam, van Tassell, Frances, Brown, Wendell
PublisherUniversity of North Texas
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
Formatvii, 126 pages, Text
RightsPublic, Wellman, Kristen Suzanne, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved.

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