The Self-Fulfilling Prophecy of Teacher Perception on Low Achievers

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Author(s): Rhonda Jeffries (University of South Carolina, USA)and Hope Reed (Richland School District Two, USA)
Copyright: 2021
Pages: 20
Source title: Research Anthology on Instilling Social Justice in the Classroom
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-7998-7706-6.ch024

Keywords: Civic Engagement & Social Justice / Curriculum Development and Instructional Design / Information Science Reference / Social Sciences & Humanities

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Abstract

Using Rosenthal and Jacobsen's Pygmalion Effect Theory and Bandura's Social Learning Theory, this chapter explores the perceptions of high school English/language arts and math teachers who teach low academic level track courses. The teachers' narratives describe their beliefs regarding academic ability grouping of students and the associated achievement gap that is often a result of this stratifying structure. Findings from the narratives reiterate the importance of teacher awareness regarding the impact of critical pedagogy as a fundamental element of teaching for social justice. The chapter indicates the usefulness of teacher narrative to influence alternative methods for course placement and schedule design in the high school curriculum.

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The Self-Fulfilling Prophecy of Teacher Perception on Low Achievers

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