When teachers' and parents' values differ: Teachers' ratings of academic competence in children from low-income families

Penny Hauser-Cram, Selcuk R. Sirin, Deborah Stipek

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)

Abstract

The authors examined predictors of teachers' ratings of academic competence of 105 kindergarten children from low-income families. Teachers rated target children's expected competence in literacy and math and completed questions about their perceptions of congruence-dissonance between themselves and the child's parents regarding education-related values. Independent examiners assessed children's literacy and math skills. Teachers' instructional styles were observed and rated along dimensions of curriculum-centered and student-centered practices. Controlling for children's skills and socioeconomic status, teachers rated children as less competent when they perceived value differences with parents. These patterns were stronger for teachers who exhibited curriculum-centered, rather than student-centered, practices. The findings suggest a mechanism by which some children from low-income families enter a path of diminished expectations.

Original languageEnglish (US)
Title of host publicationHow to design and evaluate research in education
EditorsJ Fraenkel, N Wallen
Place of PublicationBoston
PublisherMcGraw-Hill
Edition7
DOIs
StatePublished - 2009

ASJC Scopus subject areas

  • Developmental and Educational Psychology

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    Hauser-Cram, P., Sirin, S. R., & Stipek, D. (2009). When teachers' and parents' values differ: Teachers' ratings of academic competence in children from low-income families. In J. Fraenkel, & N. Wallen (Eds.), How to design and evaluate research in education (7 ed.). McGraw-Hill. https://doi.org/10.1037/0022-0663.95.4.813