489.1
Self-Fulfilling Teacher Expectations in the Context of Ethnic Educational Inequalities
However, despite the fact that there is evidence speaking against discrimination in grading or track assignment against pupils with low socioeconomic background and/or immigrant background on part of teachers in Germany the role of self-fulfilling prophecies remains heavily underexplored. Whether they occur in German schools has not yet been answered. Therefore, their possible role for the emergence and maintenance of educational inequalities remains unknown.
This paper tries to shed light on the role teacher expectations play in pupils’ academic performance within German primary schools. The first part of our work is a systematization of the current state of research. On that basis we propose the application of the frame-selection model in order to theoretically explain self-fulfilling prophecies within the schooling context. In doing so we identify conditions under which biased teacher expectations for certain groups of pupils may emerge and how they may be mediated through the class-room interaction. In a final step we empirically test the hypotheses and answer whether teacher expectation effects contribute to the emergence of social and/or ethnic educational inequalities or not.