When Teachers' and Parents' Values Differ

Teachers' Ratings of Academic Competence in Children from Low-Income Families

Penny Hauser-Cram, Selcuk Sirin, Deborah Stipek

Research output: Contribution to journalArticle

Abstract

The authors examined predictors of teachers' ratings of academic competence of 105 kindergarten children from low-income families. Teachers rated target children's expected competence in literacy and math and completed questions about their perceptions of congruence-dissonance between themselves and the child's parents regarding education-related values. Independent examiners assessed children's literacy and math skills. Teachers' instructional styles were observed and rated along dimensions of curriculum-centered and student-centered practices. Controlling for children's skills and socioeconomic status, teachers rated children as less competent when they perceived value differences with parents. These patterns were stronger for teachers who exhibited curriculum-centered, rather than student-centered, practices. The findings suggest a mechanism by which some children from low-income families enter a path of diminished expectations.

Original languageEnglish (US)
Pages (from-to)813-820
Number of pages8
JournalJournal of Educational Psychology
Volume95
Issue number4
DOIs
StatePublished - Dec 2003

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teacher rating
Mental Competency
parents
low income
Parents
teacher
Values
Curriculum
literacy
curriculum
kindergarten child
parent education
Students
examiner
social status
Social Class
student
Education

ASJC Scopus subject areas

  • Developmental and Educational Psychology

Cite this

When Teachers' and Parents' Values Differ : Teachers' Ratings of Academic Competence in Children from Low-Income Families. / Hauser-Cram, Penny; Sirin, Selcuk; Stipek, Deborah.

In: Journal of Educational Psychology, Vol. 95, No. 4, 12.2003, p. 813-820.

Research output: Contribution to journalArticle

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