If A Male Math Teacher Expects His Female Student To Do Poor

If A Male Math Teacher Expects His Female Student To Do Poorly In His

If a male math teacher expects his female student to do poorly in his class, the female student would be... the perceiver or the target. The perceiver is the individual who forms an expectation, while the target is the individual who is affected by that expectation. In this context, the teacher is the perceiver holding the expectation, and the student is the target of that expectation. When a prophecy becomes "fulfilled," the perceiver must behave in accordance with their expectations, influencing the target's behavior. The fulfillment of the prophecy does not necessarily require the prophecy to be fulfilled externally; rather, it often stems from the perceiver's behavior that shapes the target's response. This mechanism underpins many self-fulfilling prophecies, where expectations influence actions, which in turn influence outcomes.

In the lecture video, the term "Social Mirror" refers to the reflection we see about ourselves through the responses and reactions of others. It underscores the concept that our self-image and identity are, in part, shaped by social interactions. The way others respond to us acts as a mirror, providing feedback that influences our self-perception. This concept emphasizes that social feedback can affirm or challenge our self-views, enabling individuals to develop a sense of self that is consistent with societal expectations and perceptions.

Regarding the Self-Fulfilling Prophecy, the word "prophecy" denotes an expectation one person has about another. It refers to the anticipation or prediction that influences behavior, which subsequently affects the target's actions and results. For example, if a teacher expects a student to perform poorly, this expectation can influence the teacher's behavior—such as providing less support or attention—leading the student to indeed perform poorly. Here, the prediction about the student's performance influences the actual outcome, illustrating the cyclical nature of expectations and behavior.

In the context of the male math teacher who expects his female student to do poorly, the teacher is the perceiver because he holds the expectation, and the student is the target because she is the subject of that expectation. The teacher's belief or expectation influences his behavior towards her, which can shape her actual performance. This dynamic exemplifies how stereotypes and biases can perpetuate educational disparities and highlights the importance of awareness in educational settings to counteract negative expectations.

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The phenomenon of self-fulfilling prophecies demonstrates the profound influence that expectations can have on individual behavior and outcomes. In an educational context, such as the scenario where a male math teacher expects his female student to perform poorly, these expectations can significantly impact the student's actual performance. Understanding the roles of perceivers and targets, as well as the concept of the social mirror, provides essential insight into how social perceptions and biases shape real-world outcomes.

At the core of the self-fulfilling prophecy is the dynamic interaction between the perceiver—who forms and acts upon expectations—and the target—who responds to those expectations. The teacher in the scenario serves as the perceiver, holding an expectation based on stereotypes or biases, whether consciously or unconsciously. The student, as the target, responds to the teacher's behavior, which may be altered by the teacher's expectations. If the teacher expects poor performance from the student, he might offer less encouragement or support, creating an environment conducive to underperformance. This behavior inadvertently influences the student's self-confidence, engagement, and ultimately, her performance.

The concept of the "social mirror," as discussed in the lecture, emphasizes the importance of social feedback in shaping self-perception. When individuals interact, reactions from others serve as mirrors reflecting back our behaviors, attitudes, and appearances. This feedback loop influences our self-concept and can reinforce stereotypes, biases, and expectations present in social interactions. For the student, receiving less positive reinforcement or encouragement due to her gender-based stereotypes can lead to diminished confidence and motivation, further contributing to poor performance. Consequently, the social mirror underscores the importance of societal perceptions and their impact on individual outcomes.

The term "prophecy" in the context of the self-fulfilling prophecy refers to a prediction or expectation that influences behavior. When an individual expects a certain outcome, their actions are often directed in ways that make the outcome more likely to occur. For example, the teacher's expectation that the female student will perform poorly can lead him to behave in a dismissive or less supportive manner. This, in turn, affects the student's self-efficacy and effort, increasing the likelihood of poor performance. Therefore, the prophecy is not just a passive forecast but an active component that influences social interactions and outcomes.

In analyzing the roles within this scenario, it is crucial to distinguish between the perceiver and the target. The teacher, who holds the expectation, functions as the perceiver. His biases or stereotypes shape his behavior toward the student. The student, on the other hand, is the target of the expectation; her performance becomes influenced by the teacher's actions and the social dynamics at play. Recognizing these roles is vital in addressing biases in educational systems, promoting equitable treatment, and fostering environments where students can succeed regardless of stereotyped expectations.

Research indicates that teacher expectations significantly affect student achievement and motivation. For instance, Rosenthal and Jacobson's (1968) classic study demonstrated that teachers' expectations could influence student performance, especially when teachers believe certain students are more capable. Negative expectations about female students' abilities in mathematics can reinforce gender stereotypes and adversely affect their performance, career aspirations, and self-confidence. Awareness and intervention strategies, such as bias training and strength-based encouragement, are essential in mitigating these effects (Jussim & Harber, 2005; Fryer & Levitt, 2004).

Moreover, the influence of stereotypes extends beyond individual teacher-student interactions to broader societal and cultural norms that perpetuate gendered assumptions about abilities. Addressing these ingrained biases requires systemic changes, including curriculum reforms, teacher training, and promoting diverse role models that challenge stereotypes. Such efforts aim to create more supportive and equitable educational environments where expectations are based on individual capabilities rather than stereotypes.

In conclusion, the scenario where a male math teacher expects his female student to do poorly exemplifies the interconnectedness of expectations, social perceptions, and outcomes. Recognizing the roles of perceivers and targets, understanding the social mirror effect, and addressing biases are critical steps toward fostering inclusive educational settings. By actively challenging stereotypes and promoting positive expectations, educators can better support all students to reach their full potential. The understanding of self-fulfilling prophecies reminds us of the power of expectations in shaping human behavior and underscores the importance of creating empowering social environments.

References

• Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom. The Urban Review, 3(1), 16–20.
• Jussim, L., & Harber, J. (2005). Teacher expectations and self-fulfilling prophecies: Knowns and unknowns, resolved and unresolved controversies. Personality and Social Psychology Review, 9(2), 131–155.
• Fryer, R. G., & Levitt, S. D. (2004). The Bandwidth of Expectations: Evidence from Service Errors and Customer Satisfaction. NBER Working Paper No. 10426.
• Rubin, K. H., & Asendorpf, J. B. (2018). Social psychology of expectation effects. In The Handbook of Social Psychology, 6th Edition.
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