The name is absent

suggested that academic achievement is highly correlated
with social class. See also, Rist, F.C. (1970) 'Student
Social Class and Teacher Expectations, the Self-fulfilling
Prophecy in Ghetto Education', HARVARD EDUCATIONAL REVIEW
Vol. 40. No.3 August pp.411-51. Rist's observational study
of one class of ghetto children in the United States of
America took place during their kindergarten, first- and
second-grade years. The placing of children in groups
reflected the social composition of the class, and these
groups persisted throughout several years of elementary
school. The "Tigers" were the highest, followed by the
"Cardinals" and the lowest grade were called "Clowns".
p.434

The research which gave the initial impetus to classroom
observation of Teacher expectations was by Rosenthal and
Jacobson in 1968. Rosenthal, R. and Jacobson, J. (1968)
Pygmalion in the Classroom: Teacher Expectation and
Pupil's Intellectual Development New York: Holt, Rinehart
& Winston.

See also the following studies of Teachers' Perceptions of
Pupils, which were relevant to ethnicity and social class.
Adams, G.R. and Cohen, A. S. (1976) 'Characteristics of
children and teacher expectancy: An extension to the
child's social and family life', JOURNAL OF EDUCATIONAL
RESEARCH Vol.70, pp.87-90; Coard, B. (1971) How the West
Indian Child is made Educationally Subnormal in the British
School System London: New Beacon; Guttman, J. (1984) 'The
Relative Importance of ethnic origin and study
characteristics in the formation of Teachers' evaluations',
RESEARCH IN EDUCATION Vol,31 pp.1-10 May; Mendels, G. and
Flanders, J. (1973) 'Teachers' expectations and pupil
performance', TkMERICAN EDUCATIONAL RESEARCH JOURNAL Vol. 10
pp..203-12; Williams, F; Whitehead, J. and Miller,L.
(1972) 'Relations between language attitudes and teacher
expectancy', AMERICAN EDUCATIONAL RESEARCH JOURNAL Vol. 9
pp.263-77.

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