Teachers tend to praise high expectation students more. Teachers may be willing to deal with high expectation students at any time because control is not an issue, but they may try to confine interactions with low expectation students where they feel most in control and avoid situations in which they do not feel in control. If an older sibling performs well, younger siblings would be expected to perform well. If older siblings performed poorly, younger siblings would also be expected to perform poorly. Males with first names that elementary school teachers considered desirable score higher on measures of selfconcept and achievement than do males with first names that teachers rate as undesirable.
White teachers direct more nonverbal criticism toward black male students.
Nonverbal criticism defined as negative vocal and facial expressions such as sarcasm, frowns, glares and so on, gestures of negation such as repeated head shaking or finger pointing, and distancing behaviors such as leaning away during an interaction. The teachers evaluated these students more favorably and saw them as higher achievers. If teachers set high but attainable goals for academic performance, academic achievement usually increases. If teachers set goals for performance usually decreases. The expectations of teachers and administrators can permeate a school, creating a school climate.