SEX AND EXPECTATIONS OF TEACHERS AND SEX AND RACE OF STUDENTS AS DETERMINANTS OF TEACHING BEHAVIOR AND STUDENT PERFORMANCE

This study investigated sex-related teacher and student differences, and expectancy effects, in an experimental teaching situation. A total of 96 Asian and white first-year undergraduate students were tested and taught by 12 teachers, all of whom possessed previous elementary school teaching experience. Advanced portions of both the arithmetic and vocabulary subtests of the Wide Range Achievement Test were administered. Sex of teacher, sex of student, and race of student were related to student performance, particularly when the type of teaching task was taken into account. Generally, these variables were also related to differences in duration and rate of instruction. Teacher expectancy per se was not related to student performance. The results are discussed in terms of the issue of specific teacher and student characteristics within the more general topic of teacher or examiner effects. © 1990.