ORCID

http://orcid.org/0000-0003-3032-3938

Date of Award

2020

Document Type

Dissertation

Degree Name

Education (Ph.D)

Department

Administrative and Instructional Leadership

First Advisor

Mary Ellen Freeley

Second Advisor

Elizabeth Gil

Third Advisor

Stephen Kotok

Abstract

The purpose of this research was to examine the effects that teacher expectations have on the academic achievement of Hispanic female students in the eleventh grade. The goal was to shed light on the importance of teacher expectations for these students. Teacher expectations have been, and continue to be, a critical issue in education when addressing student achievement or lack thereof. Many educators feel that expectations give students a blueprint to success. Expectations allow students to formulate an idea of where they should be academically, while working on a pathway to get there. This study provides research that identifies the effects that teacher expectations have on the academic achievement of Hispanic female students, however; other factors will be discussed. According to Workman (2012), “Research suggests that the expectations a teacher sets for an individual student can significantly affect the student’s performance. Teacher expectations can, for example, be based on student characteristics such as race, ethnicity, and family income level, or indicators of past performance” (p. 1). Many studies have been conducted on the educational gap between minority students and their White counterparts. In this study, I explored if achievement gaps exist for this group of minority women. It is no secret that there is a huge disparity in education for Hispanic Americans. This study examined if gender changes the context of the disparity or adds another layer of injustice.

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