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FAVORITISM: WHY DOESN’T TEACHER CALL ON ME? . Lauri A. Schmid-Snoeck Education 702.22-Spring 2010 Professor O’Connor-Petruso. Table of Contents. Introduction 3 Statement of the Problem 4 Review of Related Literature 5 Statement of Hypothesis 7 Method 8

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favoritism why doesn t teacher call on me


Lauri A. Schmid-Snoeck

Education 702.22-Spring 2010

Professor O’Connor-Petruso

table of contents
Table of Contents
  • Introduction 3
  • Statement of the Problem 4
  • Review of Related Literature 5
  • Statement of Hypothesis 7
        • Method 8
        • Instruments 9
        • Experimental Design 10
  • References 11

Favoritism is part of life

Teachers hold a powerful position

Reasons for favoritism

A rose by any other name…a matter of semantics

Favoritism aka: selective attention; gender-race bias; differential teacher treatment; discrimination…

statement of the problem

FAVORITISM : The literature indicates that failure to create close teacher-child relationships results in

  • negative impact on growth of social skills and self-confidence
  • marginalized and differentiated teaching behaviors
  • lower academic achievement
  • greater levels of conflict and aggression in the classroom
literature review
Literature Review


  • Selective attention given by someone in power (i.e. teacher) to another less powerful person (i.e. student), selected from a group of two or more and where the student has a better outcome than another.
literature review6
Literature Review

What does favoritism look like?

Subtle-teachers and even students may not be aware (Bloom & Golden, 1982)

Favorites: Studies show we make up our minds about people within seven seconds of meeting them (Butterman, 2007)

Unbridled and blatant-students are aware of the teacher’s pets and their standing in the classroom (Opoku-Amankwa, 2009)

literature review7
Literature Review


POWER: Teachers as the ‘authoritative identity’ (Opoku-Amankwa, 2009) or “despotic” (Levinson, 1998)

UNCONSCIOUSLY RELATE: student may remind us of ourselves or someone we know


“We are socialized to relate to each other based on race, class, and so on” (Butterman, 2007)

“Minority group students, both male and female, receive less teacher attention than majority group students (Brophy & Good, 1974; Rubovits & Maehr, 1973; M. Sadker & Sadker, 1984)” (Sadker, Sadker & Klein, 1991).

“Culture and ethnicity are associated with differences in aspects of children’s relationships with teachers…” (Gallagher & Mayer, 2008)

literature review8
Literature Review


Daniels et al (2001) studied how “to treat all

children fairly”. The research suggests that

Teachers must understand and reflect upon their

*management style,

*teaching strategies,

*responsibility to grow as professionals,

*power and recognize their impact and influence over students.

(Butterman, 2007; Egan & Anastasia, 2009; Haydon et al, 2009; Newberry & Davis, 2008)

statement of the hypothesis
Statement of the Hypothesis

HR1: X number of teachers may be unaware of practices of favoritism in their classroom and the impact on x number of students during a read-aloud session.

A change in classroom management or practice may improve classroom equity and fairness and avoid the appearance of favoritism.

statement of the hypothesis method
Statement of the HypothesisMETHOD

Participants: X number of students in the X grade from P.S. X in Brooklyn, NY.

The class is composed of

x number of girls of x, y, z ethnicity or race

x number of boys of x. y, z ethnicity or race

The P.S. X students belong to from X socio-economic class

The teacher/s has X number of years experience and X number of years of postgraduate education

statement of the hypothesis instruments
Statement of the HypothesisINSTRUMENTS

NYC Department of Education report card to determine demographic and economic status of P.S. X students

Consent form for the principal of P.S. X

Form to document observation & student/teacher comments

Teacher survey

statement of the hypothesis experimental design
Statement of the HypothesisEXPERIMENTAL DESIGN

Researcher to observe class responses elicited after a read-aloud.

Document the following:

Seating arrangement

How students are called upon

i.e. Arbitrary teacher choice or random system

Do they call out; are all treated the same

Student gender, ethnicity or race


Addi-Raccah, A., & Arviv-Elyashiv, R. (2008). Parent Empowerment and Teacher Professionalism: Teachers’ Perspective. Urban Education, 43(3), 394-415. doi: 10.1177/0042085907305037

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Berry, D., & O’Connor, E. (2010). Teacher-Child Relationships, and Social Skill Development across Middle Childhood: A child-by-Environment Analysis of Change. Journal of Applied Developmental Psychology, 31(1), 1-14. Abstract retrieved from http://www.eric.ed.gov database. (Accession No. ERIC #: EJ869961)

Blase, J. J. (1988). The Politics of Favoritism: A Qualitative analysis of the Teachers’ Perspective. Educational Administration Quarterly, 24(2), 152-177. doi: 10.1177/0013161X88024002005

Bloom, D., & Golden, C. (1982). Literacy Learning, Classroom Processes, and Race: A Microanalytic Study of Two Desegregated Classrooms. Journal of Black Studies, 13(2), 207-226. doi: 10.1177/002193478201300205

Brantlinger, E. (1985). Low-Income Parents’ Perceptions of Favoritism in the Schools. Urban Education,20(1), 82-102. doi: 10.1177/004208598502000106


Butterman, E. (2007). Playing Favorites? Instructor, 116(6), 39-41. Abstract retrieved from http://www.eric.ed.gov database. (Accession No. ERIC #: EJ792935

Daniels, H., Creese, A., Hey, V., Leonard, D., & Smith, M. (2001). Gender and Learning: Equity, Equality and Pedagogy. Support for Learning, 16(3), 112-116. http://web.ebscohost.com.ez-proxy.brooklyn.cuny.edu:2048/ehost/pdf?vid=3&hid=15&


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