Teachers' Beliefs about Students' Social Disadvantage and Student Achievement. CEPA Working Paper No. 15-03

Autor/in	Rochmes, Jane
Institution	Center for Education Policy Analysis (CEPA) at Stanford University
Titel	Teachers' Beliefs about Students' Social Disadvantage and Student Achievement. CEPA Working Paper No. 15-03
Quelle	(2015), (61 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Teacher Attitudes; Disadvantaged Youth; Academic Achievement; High School Students; Secondary School Teachers; Longitudinal Studies; Minority Group Students; Racial Differences; Ethnicity; Economically Disadvantaged; Correlation; African American Students; Poverty; Grade 9; Mathematics Teachers; Case Studies; Transformative Learning; Human Capital; Mathematics Achievement; Student Characteristics; Teacher Characteristics; Institutional Characteristics; Statistical Analysis + Suchen Sie Ihr Suchwort? Lehrerverhalten; Benachteiligter Jugendlicher; Schulleistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Rassenunterschied; Ethnizität; Korrelation; African Americans; Afroamerikaner; Armut; School year 09; 9. Schuljahr; Schuljahr 09; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Pädagogische Transformation; Humankapital; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Statistische Analyse
Abstract	While progress to close racial achievement gaps has stagnated and income achievement gaps have grown, recent case studies enthusiastically describe "transformational" schools, which claim to establish conditions that enable students--primarily poor students of color--to achieve at levels far higher than their social background predicts. Accounts of such schools highlight a widespread belief among their teachers of empowerment over student outcomes despite students' disadvantages. However, such teacher attitudes have never been analyzed on a broad scale, and many analyses of teacher effects focus solely on teachers' human capital, overlooking their social-psychological traits. I use novel data on teachers from the nationally representative High School Longitudinal Study of 2009 to test whether teachers' beliefs that they can overcome students' social disadvantage are related to higher student achievement, and whether associations are stronger for racial minorities and economically disadvantaged students. Using three-level models, I find a positive association between teachers' beliefs about social disadvantage and students' achievement, which appears to stem from both selection and causal mechanisms. Evidence of heterogeneity contradicts academic and popular theory: rather than mattering most for poor students of color, teachers' beliefs appear especially strongly linked to achievement for the most socioeconomically advantaged African American students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01