Abstract
Attitudes (expectations and perceptions) and values affect behavior (Allport, 1958; Clark, 1965; Goff, 1954; Rosenthal and Jacobson, 1968b), and what we read about the teachers of the disadvantaged seems overwhelmingly negative. The literature generally views the middle-class teacher in relation to lowerclass and disadvantaged children.2 The results seem to coincide: Becker (1952), Cohen (1955), Davis (1948), Friedenberg (1962), Havighurst, Bowman, Liddle, Matthews, and Pierce (1962), and Sexton (1964) refer to lower-class children, while Arnez (1966), Bettelheim (1965), Conant (1961), Hickerson (1966), Johnson (1964), and Riessman (1962) refer to the disadvantaged. These educators agree that the teachers' middleclass attitudes and values are in conflict with those of lower-class or disadvantaged students, and therefore are antithetical to
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
