Student perceptions of teacher interactions with male high and low achievers

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Abstract

To investigate whether students perceive differential treatment by teachers of high and low achievers, 102 children from Grades 1-3 and 4-6 rated 60 teacher behaviors as descriptive of a hypothetical male high or low achiever. Information about the sex and the self-concept of attainment (J. G. Nicholls' 1976 scale) of the raters was also collected. Students perceived differential treatment across 25% of the teacher behaviors studied. In some cases, the perceptions were shared; in others, grade level as well as other perceiver characteristics affected perceptions. Student-perceived teacher treatment of male high achievers reflected high expectations, academic demand, and special privileges. Male low achievers were viewed as receiving fewer chances but greater teacher concern and vigilance. Implications for the self-fulfilling prophecy are discussed. (25 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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