Abstract
The current study examined teacher expectations of four ethnic groups in New Zealand in reading and mathematics, controlling for achievement. Investigating teacher expectations for ethnic minority groups is important because minority groups often begin schooling disadvantaged. Studies have shown that teachers often have lower expectations for minority groups leading to the design of learning opportunities that tend to exacerbate the achievement gap between minority group students and their more advantaged White and Asian peers. In New Zealand, Maori and Pasifika students have historically underachieved and so this study explored whether teacher expectations may be one explanation for that disadvantage.
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