NCJ Number
102763
Journal
International Journal of Offender Therapy and Comparative Criminology Volume: 30 Issue: 2 Dated: (1986) Pages: 151-162
Date Published
1986
Length
12 pages
Annotation
A marked change in student achievement due to teacher expectations and corresponding favorable treatment (the Pygmalion effect) was demonstrated in a prison college-level course on social deviance.
Abstract
In this case, student interest and learning markedly increased through communication of positive expectations by the instructor, despite the contradictory expectations of the institution's staff and the student-inmates themselves. Despite guards' and administrators' predictions of high drop-out rates, 16 of the original 23 students completed the course, all with a 'C' or better. Many students performed far beyond general course requirements. Given the initial low motivation and negative expectations of staff and inmates, this successful learning experience may be attributable to the explicit and implicit positive expectations of the teacher and the ongoing positive reinforcement of goals and achievement made throughout the course. 4 notes and 24 references. (Author abstract modified)