Second, minority students internalize the offered view that their culture is unimportant, or at very best, secondary. This harms self-image, attacking the students individually and as part of an inferior and marginalized group. Self-concept is a product of the positive and negative reflective cues one receives from others throughout their life. Sociologist Charles Cooley defined this as "looking glass self- or "reflected appraisal,"" which represents the theory that we see ourselves as a reflection of how others perceive us (Alder & Towne, 1996, p. 49).
The quality of education also relies on teachers' expectations and teacher and student interaction. Teachers and faculty can hold negative judgments towards minority culture, which shapes their expectations and interactions. A study by Paul Willis and Jay MacLeod (Kornblum, 2000) found that students in inner-city schools were not encouraged to have high expectations. In fact, teachers, in subtle and blatant ways, discouraged minority students from higher educational pursuits. Having different expectations for students based on personal bias and uneducated assumptions, in turn .
Classroom of America 5.
affects the manner in which teachers interact with students. Furthermore, teachers' expectations directly influence the student's interaction with the school system. When teachers expect less, they receive less, throwing into affect a self-fulfilling prophecy that can follow a student throughout their academic career and life.
A study by Brophy and Good showed that teachers' expectations had a direct impact on their interactions with students. Students thought to be less capable were explained tasks in a direct manner. When they answered incorrectly, they were criticized and given the answer. Students expected to do well were given the opportunity to interpret to problem and solve it for themselves. When mistakes occurred, they were encouraged to try again (Farley, 2000).
