Educational Expectations and School Achievement of Urban African American Children

Sukhdeep Gill, Arthur J. Reynolds

Research output: Contribution to journalArticle

102 Scopus citations

Abstract

The mechanisms used to convey parents' and teachers' educational expectations for the academic achievement of low-income African American children were explored using data from the Chicago Longitudinal Study. A total of 712 children were studied. A model of mediated effects was used to test the processes of influ-ence from parents' and teachers' expectations to sixth-grade outcomes. Children's perceptions of expectations were hypothesized to mediate the effect of expectations to school outcomes. Study findings revealed that these perceptions only partially mediated the effects of expectations to sixth-grade reading and math outcomes, yet added unique independent variance to these outcomes. Prior achievement emerged as a powerful mediator of the effects of early educational intervention and sociodemographic variables to sixth-grade outcomes. These findings suggest a need to further investigate the processes of communicating parent and teacher expectations.

Original languageEnglish
Pages (from-to)403-424
Number of pages22
JournalJournal of School Psychology
Volume37
Issue number4
DOIs
StatePublished - 1999

Keywords

  • Aspirations
  • At-risk populations
  • Children
  • Early intervention
  • School achievement
  • Teacher expectations

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