Module 2: High Expectations Lead to Higher Achievement
There is no research that says, 'If I expose struggling African American boys to less, they will become excellent readers and writers.'
-Alfred W. Tatum
Introduction
Children and teens will live up to our expectations. When we set high expectations, they meet them. Conversely, when we set low expectations, they will automatically be underachieving. Research has shown that teachers consistently set low expectations for African American male youth (Green, et al. 2013). One prominent researcher concluded that setting low expectations perpetuates and sustains low literacy levels for African American male students (Ferguson, 2003). The low expectations of adults are often internalized by the young men themselves so they start to doubt their own abilities. Setting low expectations sanctions silence, stifles intellect, suppresses agency, and hampers future economic growth.
Low expectations don't reflect what these young men can do, only what others think they can do. Positive academic and life outcomes can result when high expectations are combined with:
We all have expectations of others: It's human nature. But we must be mindful of what we are really thinking and feeling under the surface to understand our own actions and beliefs and to see how these underlying thoughts and feelings influence the actions of our students and patrons.
Low expectations don't reflect what these young men can do, only what others think they can do. Positive academic and life outcomes can result when high expectations are combined with:
- powerful texts;
- opportunities to read, write, and speak with purpose;
- quality instruction;
- and ongoing support.
We all have expectations of others: It's human nature. But we must be mindful of what we are really thinking and feeling under the surface to understand our own actions and beliefs and to see how these underlying thoughts and feelings influence the actions of our students and patrons.
Listen: Teachers' Expectations Can Influence How Students Perform
Talk of the Nation: Teachers' Expectations Can Influence How Students Perform (9.17.12)--This report from NPR's Talk of the Nation demonstrates how the expectations of teachers (many of which they are unaware) impact instruction, the classroom environment, and student achievement. Robert Pianta of the Curry School of Education at the University of Virginia illustrates the impact preconceived beliefs can have on student/teacher interaction and discusses how expectations can be changed.
Read: Mindfulness Can Change Your Expectations
- Mindfulness Helps Reduce Unequal Discipline by Zaretta Hammond: Teacher expectations do not simply impact student achievement. They also affect student behavior and cause teachers to interpret the behavior of different groups of students differently. These negative expectations particularly affect boys and African Americans. This blog post illustrates the interpretative differences educators have when considering the behavior of African American children as opposed to White children and summarizes an article that suggests mindful reflection (below) as a way to turn off the "auto pilot" reactions and automatic evaluative interpretations of student behavior.
- Mindful Reflection as a Process for Developing Culturally Responsive Practices by Barbara J. Dray and Debora Basler Wisneski: This is the article summarized in Hammond's blog post (above). It shows how teachers' perceptions of student behavior can negatively impact the student and the classroom environment. Many teachers automatically interpret student behavior and make evaluations without fully considering the reasons students may behave in a certain way. These interpretations can stem from differences in culture and internalized prejudices the teacher may unknowingly have. The article suggests a step-by-step approach to mindfully reflect on your interactions with children and adolescents and to help you communicate with them, their families, and your colleagues about their actions and your understanding of them.
Activity: Consider Your Own Expectations and How They Can Change
In his interview with NPR (above), Robert Pianta showed that educators who were reflective and trained were better able to change their expectations of students than those who were simply given information. None of us are perfect, and no matter how much we want to believe we don't carry negative perceptions of other groups of people, it is simply untrue. If you want to better understand your own preconceptions, beliefs, and expectations and change your practice accordingly, you can start by following these steps*:
*Adapted from Robert Pianta's "7 Ways Teachers Can Change Their Expectations"
- Watch how young people interact both inside and outside of your library. How do they prefer to engage? What do they seem to like to do? Observe so you can understand all they are capable of.
- Listen. Try to understand what motivates them, what their goals are, and how they view you, their friends, classmates, and the instruction and programs you provide in the library .
- Engage. Talk with your students or patrons about their individual interests. Don’t offer advice or opinions – just listen.
- Experiment: Change how you react to challenging behaviors. Rather than responding quickly in the moment, take a breath. Realize that their behavior might just be a way of reaching out to you.
- Meet: Each week, spend time with your students or patrons outside of your role as “librarian.” Let them choose a game or other nonacademic activity they’d like to do with you. Your job is to NOT teach but watch, listen and narrate what you see, focusing on their interests and what they do well. This type of activity is really important for students or patrons with whom you often feel in conflict or who you avoid.
- Reach out: Know what your students or patrons like to do outside of school. Make it a project for them to tell you about it using some medium in which they feel comfortable: music, video, writing, etc. Find both individual and group time for them to share this with you. Watch and listen to how skilled, motivated and interested they can be. Now think about the library and its collections, services, and programs through their eyes.
- Reflect: Think back on your own best and worst teachers, bosses or supervisors. List five words for each that describe how you felt in your interactions with them. How did the best and the worst make you feel? What specifically did they do or say that made you feel that way? Now think about how your students would describe you. Jot down how they might describe you and why. How do your expectations or beliefs shape how they look at you? Are there parallels in your beliefs and their responses to you?
*Adapted from Robert Pianta's "7 Ways Teachers Can Change Their Expectations"
Summary
African American male youth are capable of doing great things, but they need the support of the adults in their lives to reach their greatest levels of achievement. One of the most important supports these adults can offer is providing a set of clearly identified and communicated high expectations of success. Adults working with African American children and adolescents sometimes unknowingly have lower expectations for this population group. Therefore, it may be necessary for you to evaluate your own beliefs, actions, and behaviors and make changes to them as necessary. For examples of what African American male youth are capable of when they are provided with high levels of expectation, visit Module 5: Helping Youth Develop and Use Voice and Agency and Module 6: Incorporating Writing in Reading Instruction.
RESOURCES
Ferguson, R. F. (2003). Teachers’ perceptions and expectations and the Black-White test score gap. Urban Education, 38 (4), 460–507.
Green, R.L., White, G., & Green, K.K. (2013). The expectations factor in Black male achievement: Creating a foundation for educational equity. In A call for change: Providing solutions for Black male achievement. Washington, D.C.: Council of the Great City Schools.
RESOURCES
Ferguson, R. F. (2003). Teachers’ perceptions and expectations and the Black-White test score gap. Urban Education, 38 (4), 460–507.
Green, R.L., White, G., & Green, K.K. (2013). The expectations factor in Black male achievement: Creating a foundation for educational equity. In A call for change: Providing solutions for Black male achievement. Washington, D.C.: Council of the Great City Schools.