Certain Determinants of Academic Expectancies among Southern and Non-Southern Teachers

Abstract

Academic expectancies of teachers for hypothetical children entering school were investigated among 120 teachers who rated stimulus children on the probability of learning to read in the first grade. Race, class, readiness test scores, activity, and attention of children were varied in a factoral design, with the latter three repeated measures. Background of teacher (Southern or not) was a sixth independent variable. Results showed significant effects for test scores, activity, and attention and six significant interactions. It was concluded that expectancies of teachers are influenced strongly by both test scores and classroom behavior, and that such effects may be either realistic or prejudiced.