Skip to main content
Intended for healthcare professionals
Restricted access
Research article
First published online January 23, 2017

Altering the Trajectory of the Self-Fulfilling Prophecy: Asset-Based Pedagogy and Classroom Dynamics


Prior research has contributed to our understanding about the ways teachers communicate their expectations to students, how students perceive differential teacher behaviors, and their effect on students’ own perceptions of ability and achievement. Despite more than half a century of this work, historically marginalized students continue to be underrepresented in a vast array of achievement outcomes. Scholars have argued that asset-based pedagogy is essential to effective teaching, but reviews of research repeatedly point to a need for empirical evidence. This article describes a study wherein asset-based practices are applied to a classroom dynamics framework to examine how teachers’ asset-based pedagogy beliefs and behaviors are associated with Latino students’ ethnic and reading achievement identity. Analyses revealed that teachers’ critical awareness moderates their expectancy, resulting in higher achievement; and teachers’ critical awareness and expectancy beliefs were found to be directly associated with teachers’ behaviors, which were in turn related to students’ ethnic and achievement identities. Implications for teacher education are discussed.

Get full access to this article

View all access and purchase options for this article.


Aaronson B., Laughter J. (2016). The theory and practice of culturally relevant education: A synthesis of research across content areas. Review of Educational Research, 86, 163-206.
Altschul I., Oyserman D., Bybee D. (2006). Racial-ethnic identity in mid-adolescence: Content and change as predictors of academic achievement. Child Development, 77, 1155-1169.
Altschul I., Oyserman D., Bybee D. (2008). Racial-ethnic self-schemas and segmented assimilation: Identity and the academic achievement of Hispanic youth. Social Psychology Quarterly, 71, 302-320.
Anderson L. M., Stillman J. A. (2013). Student teaching’s contribution to preservice teacher development: A review of research focused on the preparation of teachers for urban and high-needs contexts. Review of Educational Research, 83, 3-69.
Antrop-González R., Vélez W., Garrett T. (2004). Challenging the academic (mis)categorization of urban youth: Building a case for Puerto Rican high achievers. Multiple Voices for Ethnically Diverse Exceptional Learners, 7, 16-32.
Antrop-González R., Vélez W., Garrett T. (2008). Examining familial-based academic success factors in urban high school students: The case of Puerto Rican female high achievers. Marriage & Family Review, 43, 140-163.
Apple M. W. (2004). Ideology and curriculum (3rd ed.). Boston, MA: Routledge.
Arizona Department of Education. (2014). AZELLA. Retreived from
Arizona Revised Statutes § 15-112 (1996 through 1st Reg Sess 50th Legis).
Assessment Technology Incorporated. (2011). Benchmark assessment development in the Galileo K-12 online educational management system. Retrieved from
Au K., Jordan C. (1981). Teaching reading to Hawaiian children: Finding a culturally appropriate solution. In Trueba H., Guthrie G., Au K. (Eds.), Culture and the bilingual classroom: Studies in classroom ethnography (pp. 69-86). Rowley, MA: Newbury House.
Au K., Mason J. M. (1983). Cultural congruence in classroom participation structures: Achieving a balance of rights. Discourse Processes, 6, 145-167.
Bandura A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
Banks J. A. (1993). Multicultural education: Historical development, dimensions, and practice. Review of Research in Education, 19, 3-49.
Banks J. A. (2001). Citizenship education and diversity: Implications for Teacher Education. Journal of Teacher Education, 52, 5-16.
Barnes C. P. (1987). The profile of the beginning teacher. Report of the CSU Committee to study the teacher preparation curriculum. Retrieved from
Bartolomé L. I. (2004). Critical pedagogy and teacher education: Radicalizing prospective teachers. Teacher Education Quarterly, 31, 97-122.
Black P., Wiliam D. (1998). Assessment and classroom learning. Educational Assessment: Principles, Policies and Practices, 5, 7-74.
Black P., Wiliam D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21, 5-31.
Bowles S., Gintis H. (1976). Schooling in capitalist America: Educational reform and the contradictions of economic life. New York, NY: Basic Books.
Brophy J. E. (1986). Teacher influences on student achievement. American Psychologist, 41, 1069-1077.
Brophy J. E., Good T. L. (1970). Teachers’ communication of differential expectations for children’s classroom performance: Some behavioral data. Journal of Educational Psychology, 61, 365-374.
Brophy J. E., Good T. L. (1984). Teacher behavior and student achievement (Occasional Paper No. 73). Retrieved from
Brown C. S., Chu H. (2012). Discrimination, ethnic identity, and academic outcomes of Mexican immigrant children: The importance of school context. Child Development, 83, 1477-1485.
Cabrera N. L., Milem J. F., Jaquette O., Marx R. W. (2014). Missing the (student achievement) forest for all the (political) trees: Empiricism and the Mexican American studies controversy in Tucson. American Educational Research Journal, 51, 1084-1118.
Cammarota J. (2016). Social justice education project (SJEP): A case example of PAR in a high school classroom. In Valenzuela A. (Ed.), Growing critically conscious teachers: A social justice curriculum for educators of Latino/a youth (pp. 90-104). New York, NY: Teachers College Press.
Cazden C. B., Leggett E. L. (1981). Culturally responsive education: Recommendations for achieving Lau remedies. In Trueba H. T., Guthrie G. P., Au K. H. (Eds.), Culture and the bilingual classroom: Studies in classroom ethnography (pp. 69-86). Rowley, MA: Newbury House Publishers.
Chavez D. V., Moran V. R., Reid S. L., López M. (1997). Acculturative stress in children: A modification of the SAFE scale. Hispanic Journal of Behavioral Sciences, 19, 34-44.
Chen Y. H., Thompson M. S., Kromrey J. D., Chang G. H. (2011). Relations of student perceptions of teacher oral feedback with teacher expectancies and student self-concept. The Journal of Experimental Education, 79, 452-477.
Chun H., Dickson G. (2011). A psychoecological model of academic performance among Hispanic adolescents. Journal of Youth and Adolescence, 40, 1581-1594.
Civil M., Khan L. H. (2001). Mathematics instruction developed from a garden theme. Teaching Children Mathematics, 7, 400-405.
Clark K. (1965). Dark ghetto: Dilemmas of social power. New York, NY: Harper Torchbooks.
Council of Chief State School Officers. (2011). InTASC model core teaching standards: A resource for state dialogue. Retrieved from
Darder A. (1991). Culture and power in the classroom: A critical foundation for the education of bicultural students (1st ed.). Westport, CT: Bergin & Garvey.
Darder A. (2012). Culture and power in the classroom: A critical foundation for the education of bicultural students (2nd ed.). Boulder, CO: Paradigm Press.
Darling-Hammond L. (2000). How teacher education matters. Journal of Teacher Education, 51, 166-173.
Darling-Hammond L., Bransford J. (Eds.). (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco, CA: Jossey-Bass.
Decuir-Gunby J., Schutz P. (2014). Researching race within educational psychology contexts. Educational Psychologist, 49, 244-260.
Dee T., Penner E. (2016, January). The causal effects of cultural relevance: Evidence from an ethnic studies curriculum (NBER Working Paper No. 21865). The National Bureau of Economic Research. Retrieved at
DeGarmo D. S., Martinez C. R. (2006). A culturally informed model of academic well-being for Latino youth: The importance of discriminatory experiences and social support. Family Relations, 55, 267-278.
De Jesus A., Antrop-González R. (2006). Instrumental relationships and high expectations: Exploring critical care in two Latino community-based schools. Intercultural Education, 17, 281-299.
Delpit L. (1988). The silenced dialogue: Power and pedagogy in educating other people’s children. Harvard Educational Review, 58, 280-299.
Dimitrov D. M. (2010). Testing for factorial invariance in the context of construct validation. Measurement and Evaluation in Counseling and Development, 43, 121-149.
Duckworth A. L., Quinn P. D., Seligman M. E. P. (2009). Positive predictors of teacher effectiveness. Journal of Positive Psychology, 4, 540-547.
Duncan-Andrade J. (2007). Gangstas, wankstas, and ridas: Defining, developing, and supporting effective teachers in urban schools. International Journal of Qualitative Studies in Education, 20, 617-638.
Dunkin M. J., Biddle B. J. (1974). The study of teaching. New York, NY: Holt, Rinehart & Winston.
Eccles J. (2009). Who am I and what am I going to do with my life? Personal and collective identities as motivators of action. Educational Psychologist, 44, 78-89.
Eccles (Parsons) J., Adler T. F., Futterman R., Goff S. B., Kaczala C. M., Meece J. L., Midgley C. (1983). Expectancies, values, and academic behaviors. In Spence J. T. (Ed.), Achievement and achievement motives (pp. 75-146). San Francisco, CA: W. H. Freeman.
Erickson F., Mohatt G. (1982). Cultural organization of participation structures in two classrooms of Indian students. In Spindler G. (Ed.), Doing the ethnography of schooling: Educational anthropology in action (pp. 132-174). New York, NY: Holt, Rinehart, & Winston.
Freire P. (1970). Pedagogy of the oppressed. New York, NY: Herder & Herder.
Fuller B., Bein E., Kim Y., Rabe-Hesketh S. (2015). Differing cognitive trajectories of Mexican American toddlers: The role of class, nativity, and maternal practices. Hispanic Journal of Behavioral Sciences, 37, 139-169.
Gándara P. (2015). With the future on the line: Why studying Latino education is so urgent. American Journal of Education, 121, 451-463.
Gay G. (2000). Culturally responsive teaching: Theory, research, and practice (1st ed.). New York, NY: Teachers College Press.
Gay G. (2005). Politics of multicultural teacher education. Journal of Teacher Education, 56, 221-228.
Gay G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). New York, NY: Teachers College Press.
Gay G., Kirkland K. (2003). Developing cultural critical consciousness and self-reflection in preservice teacher education. Theory Into Practice, 42, 181-187.
Giroux H. (1985). Teachers as transformative intellectuals. Social Education, 2, 376-379.
Goldenberg C., Rueda R. S., August D. (2008). Sociocultural contexts and literacy development. In August D., Shanahan T. (Eds.), Developing reading and writing in second-language learners: Lessons from the report of the national literacy panel on language-minority children and youth (pp. 95-130). Washington, DC: Center for Applied Linguistics.
González N. (2001). I am my language: Discourses of women and children in the borderlands. Tucson: University of Arizona Press.
González N., Moll L., Amanti C. (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Mahwah, NJ: Lawrence Erlbaum.
Good T. (2014). What do we know about how teachers influence student performance on standardized tests: And why do we know so little about other student outcomes? Teachers College Record, 116, 1-23.
Good T., Nichols S. (2001). Expectancy effects in the classroom: A special focus on improving the reading performance of minority students in first-grade classrooms. Educational Psychologist, 36, 113-126.
Gorski P. C. (2014). Reaching and teaching students in poverty: Strategies for erasing the opportunity gap. New York, NY: Teachers College Press.
Gutiérrez K., Baquedano-López P., Tejeda C. (1999). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 6, 286-303.
Gutiérrez K., Rogoff B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32, 19-25.
Harris M. J., Rosenthal R., Snodgrass S. E. (1986). The effects of teacher expectations, gender, and behavior on pupil academic performance and self-concept. The Journal of Educational Research, 79, 173-179.
Hollins E., Torres-Guzman M. E. (2005). Research on preparing teachers for diverse populations. In Cochran-Smith M., Zeichner K. (Eds.), Studying teacher education: The report of the AERA Panel on Research and Teacher Education (pp. 477-544). Mahwah, NJ: Lawrence Erlbaum.
Hu L. T., Bentler P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
Iddings A. C. D., Combs M. C., Moll L. (2012). In the arid zone: Drying out educational resources for English language learners through policy and practice. Urban Education, 47, 495-514.
Irizarry J. G. (2007). Ethnic and urban intersections in the classroom: Latino students, hybrid identities, and culturally responsive pedagogy. Multicultural Perspectives, 9, 21-28.
Jiménez-Castellanos O., Combs M. C., Martínez D., Gómez L. (2013). English language learners: What’s at stake for Arizona? Latino Public Policy Center, Morrison Institute for Public Policy, Arizona Indicators, Arizona State University. Retrieved at
Jussim L., Eccles J., Madon S. (1996). Social perception, social stereotypes, and teacher expectations: Accuracy and the quest for the powerful self-fulfilling prophecy. Advances in Experimental Social Psychology, 28, 281-388.
Jussim L., Harber K. D. (2005). Teacher expectations and self-fulfilling prophecies: Knowns and unknowns, resolved and unresolved controversies. Personality and Social Psychology Review, 9, 131-155.
Kane T. J., Staiger D. O. (2012). Gathering feedback for teaching: Combining high-quality observations with student surveys and achievement gains (Research paper, MET Project). Seattle, WA: Bill & Melinda Gates Foundation.
Kantor H. (1991). Education, social reform, and the state: ESEA and federal education policy in the 1960s. American Journal of Education, 100, 47-83.
King J. E., Ladson-Billings G. (1990). The teacher education challenge in elite university settings: Developing critical perspectives for teaching in a democratic and multicultural society. The European Journal of Intercultural Studies, 1, 15-30.
Kohn A. (2008). Why self-discipline is overrated: The (troubling) theory and practice of control from within. Phi Delta Kappan, 90, 168-176.
Krumpal I. (2013). Determinants of social desirability bias in sensitive surveys: A literature review. Quality & Quantity, 47, 2025-2047.
Kumar R., Hamer L. (2013). Preservice teachers’ attitudes and beliefs toward student diversity and proposed instructional practices: A sequential design study. Journal of Teacher Education, 64, 162-177.
Ladson-Billings G. J. (1994). The dreamkeepers. San Francisco, CA: Jossey-Bass.
Ladson-Billings G. J. (1995a). But that’s just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34, 159-165.
Ladson-Billings G. J. (1995b). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 47, 465-491.
Ladson-Billings G. J. (1999). Preparing teachers for diverse student populations: A critical race theory perspective. Review of Research in Education, 24, 211-247.
Ladson-Billings G. J. (2004). New directions in multicultural education: Complexities, boundaries, and critical race theory. In Banks J. A. (Ed.), Handbook of research on multicultural education (pp. 50-65). San Francisco, CA: Jossey Bass.
La Guardia J. (2009). Developing who I am: A self-determination theory approach to the establishment of healthy identities. Educational Psychologist, 44, 90-104.
Lee C. D. (1993). Signifying as a scaffold for literary interpretation: The pedagogical implications of an African American discourse genre (Research report series). Urbana, IL: National Council of Teachers of English.
Lee C. D. (1995). A culturally based cognitive apprenticeship: Teaching African American high school students’ skills in literary interpretation. Reading Research Quarterly, 30, 608-631.
Lee C. D. (2007). Culture, literacy, and learning: Taking bloom in the midst of the whirlwind. New York, NY: Teachers College Press.
López F. (2011). The nongeneralizability of classroom dynamics as predictors of achievement for Hispanic students in upper elementary grades. Hispanic Journal of Behavioral Sciences, 33, 350-376.
López F. (2012). Moderators of language acquisition models and reading achievement for English language learners: The role of emotional warmth and instructional support. Teachers College Record, 114, 1-30.
López F. (2016). Teacher reports of culturally responsive teaching and Latino students’ reading achievement in Arizona. Teachers College Record, 118(5), 1-42.
López F., Heilig J., Schram J. (2013). A story within a story: Culturally responsive schooling and American Indian and Alaska Native achievement in the National Indian Education Study. American Journal of Education, 119, 513-538.
Losey K. M. (1995). Mexican American students and classroom interaction: An overview and critique. Review of Educational Research, 65, 283-318.
MacCallum R. C., Browne M. W., Sugawara H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1, 130-149.
Marsh H. W. (1990). A multidimensional, hierarchical model of self-concept: Theoretical and empirical justification. Educational Psychology Review, 2, 77-172.
Marsh H. W. (1992). Self Description Questionnaire (SDQ) II: A theoretical and empirical basis for the measurement of multiple dimensions of adolescent self-concept: An interim test manual and a research monograph. Australia: Faculty of Education, University of Western Sydney.
Marsh H. W., Gouvernet P. J. (1989). Multidimensional self-concepts and perceptions of control: Construct validation of responses by children. Journal of Educational Psychology, 81, 57-69.
Marsh H. W., Holmes I. W. M. (1990). Multidimensional self-concepts: Construct validation of responses by children. American Educational Research Journal, 27, 89-117.
Marsh H. W., Shavelson R. (1985). Self-concept: Its multifaceted, hierarchical structure. Educational Psychologist, 20, 107-123.
Marsh H. W., Trautwein U., Lüdtke O., Köller O., Baumert J. (2006). Integration of multidimensional self-concept and core personality constructs: Construct validation and relations to well-being and achievement. Journal of Personality, 74, 403-456.
Martin-Beltrán M. (2009). Cultivating space for the language boomerang: The interplay of two languages as academic resources. English Teaching: Practice and Critique, 8, 25-53.
McCarty T. L., Lee T. S. (2014). Critical culturally sustaining/revitalizing pedagogy and Indigenous education sovereignty. Harvard Educational Review, 84, 101-124.
McKown C. (2013). Social equity theory and racial-ethnic achievement gaps. Child Development, 84, 1120-1136.
McKown C., Weinstein R. S. (2002). Modeling the role of child ethnicity and gender in children’s differential response to teacher expectations. Journal of Social Psychology, 32, 159-184.
Merton R. K. (1948). The self-fulfilling prophecy. The Antioch Review, 8, 193-210.
Milner H. R. (2010). What does teacher education have to do with teaching? Implications for diversity studies. Journal of Teacher Education, 61, 118-131.
Milner H. R. (2011). Culturally relevant pedagogy in a diverse urban classroom. Urban Review, 43, 66-89.
Moll L. C. (1988). Some key issues in teaching Latino students. Language Arts, 65, 465-472.
Moll L. C. (1990). Social and instructional issues in educating “disadvantaged” students (No. ED314549). Retrieved from
Moll L. C., González N. (2004). Engaging life: A funds of knowledge approach to multicultural education. In Banks J., McGee Banks C. (Eds.), Handbook of research on multicultural education (2nd ed., pp. 699-715). San Francisco, CA: Jossey-Bass.
Morrell E., Duncan-Andrade J. M. R. (2002). Promoting academic literacy with urban youth through engaging hip-hop culture. English Journal, 91, 88-92.
Morrison K. A., Robbins H. H., Rose D. G. (2008). Operationalizing culturally relevant pedagogy: A synthesis of classroom-based research. Equity & Excellence in Education, 41, 433-452.
Muijs D., Reynolds D. (2002). Teachers’ beliefs and behaviors: What really matters? The Journal of Classroom Interaction, 37, 3-15.
National Center for Education Statistics. (2015). The condition of education. Retrieved from
Nieto S. (2016). Foreword. In Valenzuela A. (Ed.), Growing critically conscious teachers: A social justice curriculum for educators of Latino/a youth (pp. ix-xii). New York, NY: Teachers College Press.
Ong A. D., Fuller-Rowell T. E., Phinney J. S. (2010). Measurement of ethnic identity: Recurrent and emergent issues. Identity: An International Journal of Theory and Research, 10, 39-49.
Oyserman D., Kemmelmeier M., Fryberg S., Brosh H., Hart-Johnson T. (2003). Racial-ethnic self-schemas. Social Psychology Quarterly, 66, 333-347.
Pajares M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332.
Paris D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41, 93-97.
Paris D., Alim H. S. (2014). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84, 85-100.
Park J. Y. (2016). Going global and getting graphic: Critical multicultural citizenship education in an afterschool program for immigrant and refugee girls. International Journal of Multicultural Education, 18, 126-141.
Phinney J. (1992). The multigroup ethnic identity measure: A new scale for use with adolescents and young adults from diverse groups. Journal of Adolescent Research, 7, 156-176.
Pianta R. C., La Paro K. M., Hamre B. K. (2008). Classroom assessment scoring system (CLASS) manual, K-3. Baltimore, MD: Paul H. Brookes.
Pohan C. A., Aguilar T. E. (2001). Measuring educators’ beliefs about diversity in personal and professional contexts. American Educational Research Journal, 38, 159-182.
Pohan C. A., Ward M., Kouzekanani K., Boatright C. (2009). The impact of field placement sites on preservice teachers’ beliefs about teaching diverse students. School-University Partnerships, 3, 43-53.
Ponterotto J. G., Gretchen D., Utsey S. O., Stracuzzi T., Saya R. (2003). The multigroup ethnic identity measure (MEIM): Psychometric review and further validity testing. Educational and Psychological Measurement, 63, 502-515.
Rios-Aguilar C. (2010). Measuring funds of knowledge: Contributions to Latina/o students’ academic and non-academic outcomes. Teachers College Record, 112, 2209-2257.
Rodriguez J. L., Jones E. B., Pang V. O., Park C. D. (2004). Promoting academic achievement and identity development among diverse high school students. High School Journal, 87, 44-53.
Romero A., Arce S., Cammarota J. (2009). A barrio pedagogy: Identity, intellectualism, activism, and academic achievement through the evolution of critically compassionate intellectualism. Race, Ethnicity and Education, 12, 217-233.
Rosenthal R. (1994). Interpersonal expectancy effects: A 30-year perspective. Current Directions in Psychological Science, 3, 176-179.
Rosenthal R., Jacobson L. (1968). Pygmalion in the classroom. The Urban Review, 3, 16-20.
Rubie-Davies C. M. (2006). Teacher expectations and student self-perceptions: Exploring relationships. Psychology in the Schools, 43, 537-552.
Sanchez C. (2015, April 7). Mexican-American toddlers: Understanding the achievement gap. National Public Radio. Retrieved from
Schunk D. H., Pajares F. (2005). Competence perceptions and academic functioning. In Elliot A. J., Dweck C. S. (Eds.), Handbook of competence and motivation (pp. 85-104). New York, NY: Guilford Press.
Sleeter C. E. (2004). Context-conscious portraits and context-blind policy. Anthropology & Education Quarterly, 35, 132-136.
Sleeter C. E. (2012). Confronting the marginalization of culturally responsive pedagogy. Urban Education, 47, 562-584.
Stiggins R. (1988). Make sure your teachers understand student assessment. Executive Educator, 10, 24-30.
Stovall D. (2006). We can relate: Hip-hop culture, critical pedagogy, and the secondary classroom. Urban Education, 41, 585-602.
Tenenbaum H. R., Ruck M. D. (2007). Are teachers’ expectations different for racial minority than for European American students? A meta-analysis. Journal of Educational Psychology, 99, 253-273.
Tharp R. G. (1989). Psychocultural variables and constants: Effects on teaching and learning in schools. American Psychologist, 44, 349-359.
Thomas P. (2014, January 30). The “grit” narrative, “grit” research, and codes that blind. Retrieved from
Umaña-Taylor A. J., Wong J. J., Gonzales N. A., Dumka L. E. (2012). Ethnic identity and gender as moderators of the association between discrimination and academic adjustment among Mexican-origin adolescents. Journal of Adolescence, 35, 773-786.
Valenzuela A. (2005). Leaving children behind: How “Texas-style” accountability fails Latino youth. Albany, NY: SUNY Press.
Valenzuela A. (2015, April 9). Mexican-American toddlers: (Mis)understanding the achievement gap [Blog post]. Retrieved from
Valenzuela A. (Ed.). (2016). Growing critically conscious teachers: A social justice curriculum for educators of Latino/a youth. New York, NY: Teachers College Press.
Villegas A. M., Lucas T. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53, 20-32.
Weinstein R., Marshall H., Sharp L., Botkin M. (1987). Pygmalion and the student: Age and classroom differences in children’s awareness of teacher expectations. Child Development, 58, 1079-1093.
Wigfield A., Karpathian M. (1991). Who am I and what can I do? Children’s self-concepts and motivation in achievement situations. Educational Psychologist, 26, 233-261.
Winne P. H., Marx R. W. (1977). Reconceptualizing research on teaching. Journal of Educational Psychology, 69, 668-678.
Wong P. L., Murai H., Bérta-Ávila M., William-White L., Baker S., Arellano A., Echandia A. (2007). The M/M Center: Meeting the demand for multicultural, multilingual teacher preparation. Teacher Education Quarterly, 34, 9-35.
Zirkel S. (2008). The influence of multicultural educational practices on student outcomes and intergroup relations. Teachers College Record, 110, 1147-1181.


Francesca A. López is an associate professor in the Educational Policy Studies and Practice Department of the College of Education at the University of Arizona. Her research and teaching focus on examining the ways educational contexts and policies hinder or promote achievement for Latino youth.

Cite article

Cite article

Cite article


Download to reference manager

If you have citation software installed, you can download article citation data to the citation manager of your choice

Share options


Share this article

Share with email
Share on social media

Share access to this article

Sharing links are not relevant where the article is open access and not available if you do not have a subscription.

For more information view the SAGE Journals article sharing page.

Information, rights and permissions


Published In

Article first published online: January 23, 2017
Issue published: March/April 2017


  1. asset-based pedagogy
  2. teacher expectancy
  3. teacher effectiveness
  4. Latino student achievement

Rights and permissions

© 2017 American Association of Colleges for Teacher Education.
Request permissions for this article.


Published OnlineFirst: January 23, 2017
Published online: March 1, 2017
Issue published: March/April 2017



Francesca A. López
University of Arizona, Tucson, USA


Francesca A. López, Department of Educational Policy Studies and Practice, The University of Arizona, 1430 E. Second Street, Tucson, AZ 85721, USA. Email: [email protected]

Metrics and citations


Journals metrics

This article was published in Journal of Teacher Education.


Article usage*

Total views and downloads: 6860

*Article usage tracking started in December 2016


See the impact this article is making through the number of times it’s been read, and the Altmetric Score.
Learn more about the Altmetric Scores

Articles citing this one

Web of Science: 47 view articles Opens in new tab

Crossref: 55

  1. Ethnic Studies: From Counternarrative to Curriculum
    Go to citation Crossref Google Scholar
  2. Student Agency in a High School Computer Science Course
    Go to citation Crossref Google Scholar
  3. Using youths’ personal DNA data in science camps: Fostering genetics l...
    Go to citation Crossref Google Scholar
  4. Students with Disabilities in Life Science Undergraduate Research Expe...
    Go to citation Crossref Google Scholar
  5. Stories That Teachers Tell: Exploring Culturally Responsive Science Te...
    Go to citation Crossref Google Scholar
  6. Disrupting the Deficit-Gaze
    Go to citation Crossref Google Scholar
  7. Supporting Adult Syrian Learners With Refugee Experience in Canada: Re...
    Go to citation Crossref Google Scholar
  8. Biography-Driven Instruction
    Go to citation Crossref Google Scholar
  9. A Synthesis of Professional Development Targeting Literacy Instruction...
    Go to citation Crossref Google Scholar
  10. Can educational psychology be harnessed to make changes for the greate...
    Go to citation Crossref Google Scholar
  11. Pre-service teachers’ desire to control bias: Implications for the end...
    Go to citation Crossref Google Scholar
  12. Practitioners’ perspectives and needs: Developing skills to support un...
    Go to citation Crossref Google Scholar
  13. Differentiating Teachers’ Social Goals: Implications for Teacher–Stude...
    Go to citation Crossref Google Scholar
  14. Elementary Schoolteachers’ Bilingual Development Beliefs and English L...
    Go to citation Crossref Google Scholar
  15. Academic language and the minoritization of U.S. bilingual Latinx stud...
    Go to citation Crossref Google Scholar
  16. Whitewashing U.S. History: The Marginalization of Latinxs in the Georg...
    Go to citation Crossref Google Scholar
  17. Teachers’ Attempts to Respond to Students’ Lived Experiences
    Go to citation Crossref Google Scholar
  18. Teacher Talk That Supports Young Multilingual Students’ Participation ...
    Go to citation Crossref Google Scholar
  19. You matter here: The impact of asset-based pedagogies on learning
    Go to citation Crossref Google Scholar
  20. Rejecting abyssal thinking in the language and education of racialized...
    Go to citation Crossref Google Scholar
  21. What Matters Most? Toward a Robust and Socially Just Science of Readin...
    Go to citation Crossref Google Scholar
  22. Advancing the Science of Teaching Reading Equitably
    Go to citation Crossref Google Scholar
  23. Equity Leadership for English Learners During COVID-19: Early Lessons
    Go to citation Crossref Google Scholar
  24. What you find depends on how you see: examining asset and deficit pers...
    Go to citation Crossref Google Scholar
  25. ‘I will be more inclusive towards students from different backgrounds’...
    Go to citation Crossref Google Scholar
  26. Co-investigation and co-education in ‘family as faculty’ approaches: A...
    Go to citation Crossref Google Scholar
  27. Teaching What We Don't Know
    Go to citation Crossref Google Scholar
  28. Developing Cultural Competence in an Occupational Therapy Program in a...
    Go to citation Crossref Google Scholar
  29. Traditional Teaching Pedagogy
    Go to citation Crossref Google Scholar
  30. Factors influencing the academic success of Latinx students matriculat...
    Go to citation Crossref Google Scholar
  31. Traditional Students as Second Class Citizens through Modern Day Track...
    Go to citation Crossref Google Scholar
  32. The role of mixed methods in conducting design-based research
    Go to citation Crossref Google Scholar
  33. To be able, or disable, that is the question: A critical discussion on...
    Go to citation Crossref Google ScholarPub Med
  34. Experts at Being Novices: What New Teachers Can Add to Practice-based ...
    Go to citation Crossref Google Scholar
  35. Developing a Tool to Capture Productive and Unproductive Mindsets Abou...
    Go to citation Crossref Google Scholar
  36. Race-reimaging educational psychology research: Investigating construc...
    Go to citation Crossref Google Scholar
  37. Reflections from novice youth participatory action researchers: Emphas...
    Go to citation Crossref Google Scholar
  38. Valuing the resources and experiences of refugee-background learners: ...
    Go to citation Crossref Google Scholar
  39. The students we share: falling through the cracks on both sides of the...
    Go to citation Crossref Google Scholar
  40. Equity and Excellence Among Arizona School Leaders: Encouraging Integr...
    Go to citation Crossref Google Scholar
  41. Academic English as standard language ideology: A renewed research age...
    Go to citation Crossref Google Scholar
  42. Virtual and Physical Interactions in School-Based Spaces: Latinx Paren...
    Go to citation Crossref Google Scholar
  43. Collective Expectations Protecting and Preventing Academic Achievement
    Go to citation Crossref Google Scholar
  44. Sustainability of teacher growth from professional development in cult...
    Go to citation Crossref Google Scholar
  45. How Educational Settings Inform Latino Student Identity and Achievemen...
    Go to citation Crossref Google Scholar
  46. Exploring the Pygmalion effect: The role of teacher expectations, acad...
    Go to citation Crossref Google Scholar
  47. Cultural and Cognitive Autonomy
    Go to citation Crossref Google Scholar
  48. A decade of teacher expectations research 2008–2018: Historical founda...
    Go to citation Crossref Google Scholar
  49. Speaking their language: The role of cultural content integration and ...
    Go to citation Crossref Google Scholar
  50. Motivation and Achievement of Immigrant Students in Times of Economic ...
    Go to citation Crossref Google Scholar
  51. The interplay between culturally responsive teaching, cultural diversi...
    Go to citation Crossref Google Scholar
  52. Enhancing preservice teachers’ motivation to teach diverse learners
    Go to citation Crossref Google Scholar
  53. Examining the Academic Motivation of a Diverse Student Population: A C...
    Go to citation Crossref Google Scholar
  54. Pygmalion at 50: harnessing its power and application in schooling
    Go to citation Crossref Google Scholar
  55. Teaching What We Don't Know
    Go to citation Crossref Google Scholar

Figures and tables

Figures & Media


View Options

Get access

Access options

If you have access to journal content via a personal subscription, university, library, employer or society, select from the options below:

AACTE members can access this journal content using society membership credentials.

AACTE members can access this journal content using society membership credentials.

Alternatively, view purchase options below:

Purchase 24 hour online access to view and download content.

Access journal content via a DeepDyve subscription or find out more about this option.

View options


View PDF/ePub

Full Text

View Full Text