Teacher Expectations of Children’s Future Schooling in Schools with Indigenous Children in Bolivia, Mexico and Peru

[UNESCO Santiago]

Teacher expectations on students’ future levels of schooling vary according to the gender, race, geographical location and socioeconomic background of the students. Simultaneously, teacher expectations are influenced by factors related to the teacher and the context in which she teaches.

In this paper the author explores different factors that may relate or explain teacher differential expectations in schools attended by at least one indigenous child. His intention is to analyze if teacher expectations vary according to the percentage of indigenous children in the classroom. He will also explore the relationship between teacher expectations and other variables seeking to enrich the understanding of this issue.

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Author: Ernesto Treviño 
Edition: Red Innovemos UNESCO 
Country: Chile 
City: Santiago 
Year: 2002 

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