摘要：AbstractThe current study investigated teacher expectations in reading and in math of four ethnic groups in New Zealand controlling for achievement. Exploring teacher expectations in relation to ethnic minority groups is important since they often begin schooling disadvantaged. Research has shown teachers often have lower expectations for these groups resulting in learning opportunities that tend to exacerbate the achievement gap between them and their more advantaged White and Asian peers. In New Zealand, Maori and Pasifika students often underachieve and so this study provides findings related to whether teacher expectations may be one explanation for that disadvantage.
