Overcoming Status Deficiencies in the Classroom

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  • Title: Overcoming Status Deficiencies in the Classroom: A Test of Expectations States Theory on Teachers’ Predictions for Students’ Academic Degree Attainment
  • Author(s): Justin Martin
  • Publisher: Common Ground Research Networks
  • Collection: Common Ground Research Networks
  • Series: The Learner
  • Journal Title: The International Journal of Learner Diversity and Identities
  • Keywords: Expectation States Theory, Sociology of Education, Diffuse Status Characteristics
  • Volume: 26
  • Issue: 1
  • Year: 2019
  • ISSN: 2327-0128 (Print)
  • ISSN: 2327-2627 (Online)
  • DOI: https://doi.org/10.18848/2327-0128/CGP/v26i01/55-69
  • Citation: Martin, Justin. 2019. "Overcoming Status Deficiencies in the Classroom: A Test of Expectations States Theory on Teachers’ Predictions for Students’ Academic Degree Attainment." The International Journal of Learner Diversity and Identities 26 (1): 55-69. doi:10.18848/2327-0128/CGP/v26i01/55-69.
  • Extent: 15 pages

Abstract

Expectations states theory posits that diffuse status characteristics such as race, class, and gender, can lead to barriers to full inclusion into task-oriented small groups. This paper examines the applicability of diffuse status characteristics as barriers to positive evaluations by impartial appraisers, in this case mathematics teachers of tenth-grade students. The findings indicate that mathematics teachers’ evaluation of their students’ abilities, as measured in their prediction for academic degree attainment, is not bound to the use of diffuse status characteristics, but is more nuanced as when empirical observations of student ability and students’ self-efficacy and motivation are taken into account.