Abstract
AbstractThis investigation examined the possibility that information about the child's sex, attractiveness, home life, and general abilities might affect teachers' expectations about the child's social effectiveness and family characteristics. A total of 490 public school teachers responded to experimentally designed cumulative folder information about a given child, predicting the child's perceived likelihood of becoming a class leader, the child's interpersonal pleasantness, family status, and family size. Teachers were found to have held differential expectations for attractive versus unattractive, and nonaffluent versus affluent children. The conclusion of the study was that complete understanding of teacher expectancy requires an examination of characteristics of the child as they affect the development of differential teacher expectations.
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