Self-Fulfilling Prophecy: How Teachers' Attributions, Expectations, and Stereotypes Influence the Learning Opportunities Afforded Aboriginal Students
Articles » Scholarly, peer reviewed
Author/Creator
Tasha Riley
Charles Ungerleider
Canadian Journal of Education, vol. 35, no. 2, 2012, pp. 303-333
Description
Answers the following questions: "(1) How do teachers' regard Aboriginal students?; (2) What factors influence how teachers assign pupils to different opportunities?; and (3) What reasons do teachers give for their recommendations about opportunities that are afforded to students?."