Introduction

Teacher expectations play a crucial role in shaping learners' self-perceptions and academic
journeys. When educators hold high expectations for their students, it can foster a positive
learning environment that encourages motivation, engagement, and resilience. Conversely, low
expectations may lead to diminished self-esteem and a lack of ambition among students. This
assignment explores how the beliefs and attitudes of teachers can influence students' self-
preparation strategies, academic performance, and long-term educational trajectories. By
examining the dynamics between teacher expectations and student outcomes, one can
understand the importance of fostering an encouraging and supportive classroom atmosphere
that empowers all learners to reach their full potential.Therefore,to a greater extent teacher
expectations can shape students' self expectations and academic tractejories because the
teacher knows the full potential of the students.However,it is also important to note that there
are other factors which can shape students' self expectations and academic trajectory such as
gender stereotypes,inequality both at school and home.Thus, this essay will unpack how
teacher expectations can shape students' self expectations and academic trajectory and the
steps teachers can take to avoid reinforcing gender stereotypes in their expectation.

Definition of key terms:

Academic trajectories refer to the pathways students take through educational systems,
encompassing their academic progress, choices, and experiences that shape their educational
outcomes over time." Riegle-Crumb, C., King, B. (2010).An academic trajectory is the sequence
of educational experiences and achievements that an individual accumulates, which influences
their future educational opportunities and career paths.Rumberger, R. W., Lim, S. A. (2008).
Therefore academic trajectories refer to the path or progression of a student's academic career,
from their initial education to their highest level of academic achievement.

Gender stereotypes are widely held beliefs about the characteristics, attributes, and behaviors
that are deemed appropriate for men and women, often leading to the reinforcement of
traditional gender roles.Eagly, A. H., Wood, W. (2019).Gender stereotypes involve
oversimplified and widely accepted beliefs about the qualities and behaviors of individuals
based on their gender, which can influence perceptions and interactions in various social
contextsHeilman, M. E. (2001) There fore gender stereotypes is oversimplified and often
inaccurate ideas about what it means to be male or female, based on traditional and societal
expectations.

To begin with,teacher expectations can create a self-fulfilling prophecy, where learners

internalize the beliefs that teachers hold about them.If a teacher believes that a particular
learner is capable of excelling in mathematics, they may provide more encouragement and
support, leading the learner to develop confidence and perform better in the subject. Rosenthal
and Jacobson's Pygmalion Effect theory highlights how teacher expectations can significantly
impact student performance. In their research, Rosenthal and Jacobson found that when
teachers were led to believe certain students would excel (based on arbitrary criteria), those
students indeed performed better, largely due to the increased attention and encouragement
they received from their teachers. This effect illustrates how positive expectations can enhance
student motivation and achievement.Conversely, if a teacher has low expectations for a
student, that student may disengage and underperform (Rosenthal Jacobson, 1968).the
teacher expectations can be influenced by factors such as gender, socio-economic status, and
ethnicity. For instance, female students often face lower expectations in STEM subjects due to
entrenched gender stosly convey lower expectations for girls, which can lead to decreased
participation and achievement in science and mathematics.

Furthermore, the academic trajectories of students are significantly influenced by the

expectations set by their teachers. Students who are encouraged to pursue higher education
tend to have better outcomes than those who are not .The government has made strides
toward gender equality in education.According to Bandura's social learning theory, individuals
learn behaviors and attitudes through observation and modeling. When teachers demonstrate
gender equality by treating all students fairly and providing equal opportunities for
participation and leadership, they model inclusive behaviors that students are likely to emulate.
This exposure helps dismantle traditional gender stereotypes, allowing both boys and girls to
see themselves as capable learners.

In tandem with the foregoing,students may pursue subjects and activities they might have
previously avoided due to societal norms, thus broadening their academic
trajectories.However, traditional beliefs still influence teacher perceptions. Mupinga (2019)
found that girls were often discouraged from pursuing technical subjects due to stereotypes
about their abilities.For example, a girl who excels in science but is met with skepticism from
her teacher may feel discouraged and choose to pursue less challenging subjects. This decision
not only affects her immediate academic performance but can also limit her future career
opportunities. In contrast, boys may receive more encouragement to pursue these subjects,
reinforcing the gender gap in fields like engineering and technology.

However,teachers can take to thid steps to avoid reinforcing gender stereotypes, firstly the
teacher can reflect on personal biases, teachers should engage in self-reflection to identify any
biases they may hold regarding gender roles. Training programs that focus on unconscious bias
can be beneficial (Mavhunga Zindi, 2018).Teachers can engage in self-assessment by reflecting
on their beliefs and attitudes towards gender. Keeping a reflective journal can help educators
identify moments where they may have unconsciously favored one gender over another for
example a teacher might notice that they tend to call on boys more frequently during
mathematics discussions, believing they are more capable in that subject. By reflecting on this
pattern, the teacher can consciously make an effort to balance participation by ensuring equal
opportunities for girls to contribute.

Furthermore, set high expectations for all students: Teachers should communicate high
expectations for all students regardless of gender.When teachers expect all students to
succeed, it can lead to improved academic performance across the board (Jussim Harber,
2005).Teachers should consciously use language that does not reinforce gender stereotypes.
This includes avoiding terms that imply certain subjects or behaviors are more suited to one
gender,for example, instead of saying, “Boys, I know you’ll be great at this math problem,” a
teacher might say, “I know everyone here can tackle this math problem successfully.” This
encourages all students to feel capable and valued, regardless of gender.Teachers should set
personalized goals for each student and provide constructive feedback that encourages growth
without bias.For instance ,a teacher meets with each student to discuss their strengths and
areas for improvement, setting specific academic goals tailored to their abilities rather than
their gender. The teacher provides regular feedback that emphasizes effort and progress,
reinforcing the belief that all students can achieve high standards.

In addition,diversify teachingaterials, incorporating teaching materials that showcase successful

women in various fields can help challenge existing stereotypes. For instance, highlighting
female scientists or engineers during lessons can inspire girls to pursue similar paths (Chikoko
et al., 2016).Using literature and resources from a variety of authors can help students see
diverse experiences and challenge traditional gender roles for example a teacher selects books
that feature strong female protagonists in STEM fields.A teacher might show a documentary
about women in engineering, such as "Dream Big: Engineering Our World," which highlights
female engineers and their contributions to the field. This can help challenge the stereotype
that engineering is a male-only profession.

Moving on, a teacher should provide mentorship opportunities that is,establishing mentorship
programs where students can interact with role models from diverse backgrounds can help
reinforce positive expectations. This could include inviting successful women from various
professions to speak at schools (Mavhunga Zindi, 2018).Also,creating mentorship programs
that pair students with mentors from various backgrounds, genders, and professions can help
challenge traditional gender roles.For instance, a teachercan organize a mentorship program
where students are paired with professionals from different fields, including female engineers,
male nurses, and non-binary artists. This exposure allows students to see diverse career paths
and understand that success is not limited by gender.
Hence ,by encouraging peer mentorship can empower students to support each other in
pursuing interests that may defy gender norms.Example: A teacher implements a peer
mentoring program where older students mentor younger ones in subjects like math and
science, particularly encouraging girls to engage in STEM activities. This helps foster a
supportive environment where students can challenge stereotypes together.

In conclusion, teacher expectations play a crucial role in shaping students' self-perceptions and
academic trajectories. When educators hold high expectations for their students, it can foster a
positive learning environment that encourages motivation, resilience, and a growth mindset.
Conversely, low expectations can lead to diminished self-esteem and a lack of ambition,
ultimately hindering academic achievement. By recognizing the power of their expectations,
teachers can influence students' beliefs about their abilities and potential, guiding them toward
greater success in their educational journeys. Therefore, fostering high expectations and
providing supportive feedback can significantly enhance students' self-preparation and
positively impact their academic outcomes.

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