New faces in the classroom : teachers' perceptions of students' academic behaviors by nativity and ethnoracial origin

A substantial literature has drawn inconsistent conclusions about bias in teachers’ perceptions of minority students and girls. Although the number of immigrant students in U.S. schools is increasing rapidly, research on teachers’ perceptions of foreign-born students is lacking. Using a nationally r...

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Main Author: Blanchard, Sarah Faith
Format: Others
Language:English
Published: 2011
Subjects:
Online Access:http://hdl.handle.net/2152/ETD-UT-2010-08-1902
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spelling ndltd-UTEXAS-oai-repositories.lib.utexas.edu-2152-ETD-UT-2010-08-19022015-09-20T16:56:50ZNew faces in the classroom : teachers' perceptions of students' academic behaviors by nativity and ethnoracial originBlanchard, Sarah FaithTeacher perceptionsImmigrantsRaceBiasSchoolsStudent hard workStudent passivityA substantial literature has drawn inconsistent conclusions about bias in teachers’ perceptions of minority students and girls. Although the number of immigrant students in U.S. schools is increasing rapidly, research on teachers’ perceptions of foreign-born students is lacking. Using a nationally representative sample of U.S. high school students from the Educational Longitudinal Study of 2002, this work evaluates teachers’ perceptions of academic behavior by student nativity and ethnoracial identity. Net of objective criteria, teachers disproportionally perceive students as hardworking or passive in ways conforming to ethnic and immigrant stereotypes. These appraisals are highly subject-specific, racialized, and gendered. This work has important implications for the assimilation of immigrant students into the U.S. educational system.text2011-01-06T22:18:44Z2011-01-06T22:18:49Z2011-01-06T22:18:44Z2011-01-06T22:18:49Z2010-082011-01-06August 20102011-01-06T22:18:49Zthesisapplication/pdfhttp://hdl.handle.net/2152/ETD-UT-2010-08-1902eng
collection NDLTD
language English
format Others
sources NDLTD
topic Teacher perceptions
Immigrants
Race
Bias
Schools
Student hard work
Student passivity
spellingShingle Teacher perceptions
Immigrants
Race
Bias
Schools
Student hard work
Student passivity
Blanchard, Sarah Faith
New faces in the classroom : teachers' perceptions of students' academic behaviors by nativity and ethnoracial origin
description A substantial literature has drawn inconsistent conclusions about bias in teachers’ perceptions of minority students and girls. Although the number of immigrant students in U.S. schools is increasing rapidly, research on teachers’ perceptions of foreign-born students is lacking. Using a nationally representative sample of U.S. high school students from the Educational Longitudinal Study of 2002, this work evaluates teachers’ perceptions of academic behavior by student nativity and ethnoracial identity. Net of objective criteria, teachers disproportionally perceive students as hardworking or passive in ways conforming to ethnic and immigrant stereotypes. These appraisals are highly subject-specific, racialized, and gendered. This work has important implications for the assimilation of immigrant students into the U.S. educational system. === text
author Blanchard, Sarah Faith
author_facet Blanchard, Sarah Faith
author_sort Blanchard, Sarah Faith
title New faces in the classroom : teachers' perceptions of students' academic behaviors by nativity and ethnoracial origin
title_short New faces in the classroom : teachers' perceptions of students' academic behaviors by nativity and ethnoracial origin
title_full New faces in the classroom : teachers' perceptions of students' academic behaviors by nativity and ethnoracial origin
title_fullStr New faces in the classroom : teachers' perceptions of students' academic behaviors by nativity and ethnoracial origin
title_full_unstemmed New faces in the classroom : teachers' perceptions of students' academic behaviors by nativity and ethnoracial origin
title_sort new faces in the classroom : teachers' perceptions of students' academic behaviors by nativity and ethnoracial origin
publishDate 2011
url http://hdl.handle.net/2152/ETD-UT-2010-08-1902
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