Sociology Education Theory Practice Test

The main idea tested is that teachers’ expectations can shape student outcomes through a self-fulfilling prophecy. In the discussion, teachers often hold lower expectations for working-class students due to SES stereotypes. Those expectations influence how teachers interact—calling on them less, assigning fewer challenging tasks, and giving less encouragement. The student, in turn, may engage less and perform accordingly, which then reinforces the teacher’s initial belief. Because of this dynamic, working-class students are more likely to receive negative expectations. Middle-class students usually receive more opportunities and higher expectations, reducing the likelihood of a negative cycle. The other options don’t fit because they ignore the documented SES bias in teacher expectations.