Introduction

· Rosenthal and Jacobsen have shown teachers expectations have effects on academic achievement ( as cited in Alvidrez & Weinstein, 1999: as cited in Aronson, Wilson, & Akert, 2005)

· Teachers’ actions vary as a function of generally discriminated aspects like race and socioeconomic class (Gutman, Sameroff, &Cole, 2003: Duseik & Joseph, 1983: Jimerson, Egeland, & Teo, 1999: Chen, Lee, & Stevenson 1996: Alvidrez & Weinstein, 1999).

· There is a bias based on attractiveness (Berry & Landry, 1997: Feingold, 1992: Feingold, 1988), and a correlation between attractiveness and academic achievement suggests it effects teacher-student interaction (Alvidrez & Weinstein, 1999: Dusek & Joseph, 1983).

· Evidence suggests similarly and familiarly is seen as a positive aspect of attractiveness (Chang, Levine, & Benson, 2002: Monin, 2003: Feingold, 1992: Feingold, 1988: McKillip & Riedel, 1983)

· Thus teachers’ should hold a positive bias toward students who are similar to them which can be seen in academic achievement.

Abstract

Introduction

Methods

Participants

Expected Results

Discussion

References

My Research Methods Page

My Home Page

*This proposal was written in partial fulfillment of requirements for an undergraduate research methods course and is not intended to be carried out.*