Self-fulfilling prophecy: How teachers’ attributions, expectations, and stereotypes influence the learning opportunities afforded Aboriginal students

  • Tasha Riley
  • Charles Ungerleider

Abstract

Educational decisions made about students often have consequences for their subsequent employment and financial well-being, therefore it is imperative to determine whether teacher decisions are discriminatory. This study examines how factors such as race, class, and gender influence the decisions teachers make regarding Aboriginal students. The study demonstrates that teachers do attribute certain factors to Aboriginal students, which may influence students' classroom placement. Findings may help both sensitize teachers to the implications of their beliefs and biases as well as promote the development of policies and practices to eliminate biased decision-making.
Published
2012-07-22
How to Cite
Riley, T., & Ungerleider, C. (2012). Self-fulfilling prophecy: How teachers’ attributions, expectations, and stereotypes influence the learning opportunities afforded Aboriginal students. Canadian Journal of Education/Revue Canadienne De l’éducation, 35(2), 303-333. Retrieved from https://journals.sfu.ca/cje/index.php/cje-rce/article/view/406
Section
Articles