%0 Journal Article
%T TeachersĄŻ Expectations of GirlsĄŻ Classroom Performance and Behavior: Effects of GirlsĄŻ Race and Pubertal Timing
%A Faheemah N. Mustafaa
%A Rona Carter
%A Seanna Leath
%J The Journal of Early Adolescence
%@ 1552-5449
%D 2018
%R 10.1177/0272431617699947
%X Experiencing an early pubertal transition has been shown to increase the risk for internalizing and externalizing outcomes among girls. It is less clear how the expectations of other individuals can be critical determinants of vulnerability for early developers. This study used an experimental design to examine whether the expectations of teachers might be influenced by girlsĄŻ pubertal timing (early, on-time, late) and race (Black, White). Elementary school teachers (N = 220; Mage = 43 years; 91% female; 84% White) were randomly shown behavior vignettes consisting of drawings of girls in varying stages of pubertal development. They then rated each girlĄŻs future academic/social functioning. Results demonstrated that teachers expected White and Black early developers to have more academic/social problems. Teachers also ascribed more academic/social problems to Black early developers relative to White early developers. The findings offer new insights into the synergistic linkages between pubertal timing and teachersĄŻ expectations, with girlsĄŻ race accentuating this relationship
%K pubertal timing
%K race
%K teachersĄŻ expectations
%K classroom behaviors
%U https://journals.sagepub.com/doi/full/10.1177/0272431617699947