Teacher Expectations and African American Males: A Noncognitive Factor Affecting the Learning Experience

Abstract

This study used a qualitative research methodology and a case study design to explore how three African American male high school students within a standard track English course described their learning experience, focusing on teacher expectations. Specifically, this research study strived to understand how the noncognitive factor of teacher expectations affects the learning experience of African American males. Data collection occurred for the duration of eight weeks. Semistructured interviews were the primary data collection method and were later analyzed using thematic analysis. Findings showcase the power of teacher expectations within the classroom and the academic implications for participants. Recommendations are made to support educators in creating a vision of success for students through expectations that are standards-aligned, college and career ready, and independence driven.