Ferguson, Ronald F.
Researchers: Ronald F. Ferguson
University Affiliation: Harvard University
Email: ronald_ferguson@harvard.Edu
Research Question:
Ways in which teachers' and students' behaviors might be causes/consequences of racially disparate perceptions and expectations regarding achievement.
Published: 1
Journal Name or Institutional Affiliation: The Brooking Institute
Journal Entry: The Black-White Test Score Gap, Chapter 8, pp 273-317
Year: 1998
Findings:
- No consensus has emerged from scholarship concerning the importance of racial bias in the classroom. There is no single benchmark for racial neutrality.
- There are at least three benchmarks of racial bias: 1) unconditional race neutrality 2) race neutrality conditioned on observables 3) race neutrality conditioned on unobserved potential.
- Racial biases exist in teachers’ perceptions, expectations or behaviors, or in any combination of the three.
- Teachers perceptions and expectations are biased in favor of whites and teachers behaviors appear less supportive of Blacks.
- Teacher’s beliefs probably affect Black students more tham White students
- Teacher’s perceptions, expectations and behaviors probably do help to sustain and perhaps even expand, the Black-White test score gap.
- The Great Expectations program has been an effective program of professional development that has helped them to expect more and achieve more for both teachers and students.