Decades after the desegregation of schools, a Black-White achievement gap remains in the American school system. Researchers have given many possible explanations, including socioeconomic factors and teachers’ expectations of their students. In this paper, I summarize some of the literature on racial prejudice in teach er expectations and its impact on students’ academic and personal lives. I also analyze the role of stereotypes and other factors in teacher expectations and the communication of explicit and implicit expectations through teaching practices and nonverbal behavior. Finally, I discuss the use of teacher workshops as a possible means for narrowing the ethnic achievement gap.

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