The Power of Perception
Mediating the Impact of Poverty on Student Achievement
Bibliographic Data
| ID | 9730468 |
|---|---|
| Authors | Tabitha Dell’angelo (0000-0001-8700-9005, College of New Jersey, corresponding author) |
| Year | 2016 |
| Volume | 48 |
| Issue | 3 |
| Pages | 245-261 |
| Publication date | 2016-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124514531042 |
| OpenAlex | W1943207751 |
| Language | EN |
| Citations received | 1 |
| References cited | 11 |
Race and class often marginalize students in impoverished urban neighborhoods, and this reality is evident in consistently low student achievement in many of the schools in these neighborhoods. This study examines how a teacher’s sense of agency can help mediate the detrimental impact of poverty on student achievement. Teachers in a large Northeastern urban school district ( N = 1,019) were surveyed about how they perceive obstacles to student learning. The study shows that the ways in which teachers think about obstacles to student learning are strong predictors of student achievement regardless of poverty level. The study suggests ways teachers can achieve a greater sense of agency in the classroom
Academic achievement · Agency (philosophy · Class (philosophy · Disadvantaged · Mathematics education · Pedagogy · Perception · Political science · Poverty · Power (physics · Race (biology · Sense of agency · Social science · Sociology · Student achievement · Critical Race Theory in Education · Early Childhood Education and Development · Gender Studies · Psychology · School Choice and Performance · Social Psychology
Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout.
Social perception and social reality
Generalized expectancies for internal versus external control of reinforcement.
Expectancies and Interpersonal Processes
The Changing Nature of the Disadvantaged Population
The moderator–mediator variable distinction in social psychological research
The moderator-mediator variable distinction in social psychological research
The Teacher Research Movement
Developing Cultural Critical Consciousness and Self-Reflection in Preservice Teacher Education
| Citations per year | 0.25 |
|---|---|
| Citation span | 2022 - 2022 (1) |
| Highly cited | No |