Despite efforts since Brown v. Board of Education in 1954 to close achievement gaps, African American and Hispanic students continue to lag behind Asian and Caucasian peers. Research has focused on causes like inadequate preparation, economic status, and weak family support, while rarely considering school factors like teacher perceptions. This qualitative multi-case study explored how teachers’ perceptions impact minority students from low-income backgrounds. Twelve elementary teachers in grades K-5 were interviewed using questions from a 2007 Brown and Medway study, focusing on experiences with minority students, school culture, and parental interactions.Findings showed that while teachers believe all students can learn, minority students facing economic challenges meet barriers to achievement. The study aimed to provide insight into how teacher perceptions and expectations may contribute topersistent achievement gaps.

Authors: Melissa M. Johnson, Tracy M. Walker

Published in: Ireland International Conference on Education (IICE-2024)

• Date of Conference: 2-4 April, 2024
• DOI: 10.20533/IICE.2024.0029
• ISBN: 978-1-913572-70-9
• Conference Location: Dún Laoghaire, Ireland