The Effect of Pupil's Origin on Perceptions and Expectations by Teachers of Disadvantaged and Advantaged Children

Teachers of disadvantaged and advantaged students were asked to form an impression of a student and to indicate their expectations regarding academic achievement on the basis of student's ethnic origin. The results showed that teachers stereotypically perceive students and accordingly form their expectations concerning students' future academic achievement. Teachers of disadvantaged children did not differ in their perceptions and expectations from teachers of advantaged children. The results are discussed in the framework of expectation formation.