{"id":2745,"date":"2022-05-03T07:00:00","date_gmt":"2022-05-03T12:00:00","guid":{"rendered":"https:\/\/thesocietypages.org\/ccf\/?p=2745"},"modified":"2022-03-12T11:46:43","modified_gmt":"2022-03-12T17:46:43","slug":"how-do-teachers-and-parents-expectations-come-together-to-influence-adolescents-educational-success","status":"publish","type":"post","link":"https:\/\/thesocietypages.org\/ccf\/2022\/05\/03\/how-do-teachers-and-parents-expectations-come-together-to-influence-adolescents-educational-success\/","title":{"rendered":"How do Teachers’ and Parents’ Expectations Come Together to Influence Adolescents’ Educational Success?"},"content":{"rendered":"\r\n
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Reprinted from The University of Texas at Austin Population Center December 2021<\/em><\/p>\r\n\r\n\r\n\r\n

The United States\u2019 educational system has long struggled with racial\/ethnic and socioeconomic achievement gaps among its students. Students of color and those from lower-income backgrounds often have poorer academic attainment compared to White students and those from higher-income families. Lower levels of completed education are related to a host of negative outcomes in people\u2019s lives, including higher rates of poverty and incarceration. Moreover, educational achievement gaps contribute to socioeconomic disadvantages that persist across generations.<\/p>\r\n\r\n\r\n\r\n

Understanding the processes that could reduce disparities in academic achievement are critical to improving educational practice.<\/p>\r\n\r\n\r\n\r\n

Adults\u2019 expectations for the educational futures of youth strongly influence how well the youth do academically. Low teacher expectations and bias \u2013 that is, teachers holding lower expectations than would be expected given a student’s prior achievement levels \u2013 are linked to young people\u2019s poorer grades, lower achievement test scores, and a lower chance of graduating from high school. Conversely, parents’ high expectations are linked to youth’s academic achievement, grades, college attendance and completion. However, less is known about how teachers\u2019 and parents\u2019 expectations come together \u2013 particularly if the expectations do not align \u2013 to influence young people’s educational success.<\/p>\r\n\r\n\r\n\r\n

In addition, adults\u2019 expectations may influence the interactions and supports they provide to youth. For example, parents with high educational expectations for their adolescents may be more likely to volunteer at the school or participate in parent-teacher conferences. On the other hand, parents with low educational expectations for their adolescents may recognize their adolescents\u2019 academic struggles and engage in frequent communication with the school in response to the academic challenges their children experience. These interactions between students and important adults may, in turn, either promote or hinder students\u2019 achievement as well as students\u2019 academic self-concept, or\u00a0 perceptions of their ability to attain academic success.<\/p>\r\n\r\n\r\n\r\n

The authors use data from the Education Longitudinal Study, a large, nationally\u2010representative sample of students who were high school sophomores in 2002. The students were again interviewed in 2006 to measure their educational attainment four years later. Educational expectations were measured by asking parents and math teachers to report the highest level of education they expected the student to complete on a continuum ranging from less than high school to an advanced degree.\u00a0<\/p>\r\n\r\n\r\n\r\n

This research brief reports on a recent study1<\/sup> in which the authors investigated similarities and differences in parents’ and teachers’ educational expectations and how they may shape young people’s academic outcomes. They also explored whether measures of family-school connections and student academic self-concept served as mechanisms through which parent and teacher expectations influence later academic success. Finally, they examine whether variations existed in the relationships between adult expectations, family-school connections, and academic outcomes by students\u2019 race and socioeconomic status.<\/p>\r\n\r\n\r\n\r\n

KEY FINDINGS<\/strong><\/h3>\r\n\r\n\r\n\r\n

High teacher expectations are critical for young people\u2019s academic achievement <\/strong>(see Figure)<\/em><\/p>\r\n\r\n\r\n\r\n