As indicated by the interactionists, the fundamention of typical interactionism is the way in which the individual is associated with the social structure and the conceivable exchange between the individual and others . The perspective of symbolic interactionism posits that the interactions existing between the teachers and the student aid in the development of certain expectations on the performance of the students in the discipline and academic subjects. The so-called teacher expectancy effect suggests that the expectations imposed by the teacher on the achievement and performance of the student impacts the actual results. When the teacher has low expectations, the students either seek out other mechanisms to generate positive feedback. In some cases, the student accepts the teacher’s expectations. For instance, if the teacher anticipates that lower class students will perform all the more inadequately in school, s/he may act in ways that really urge them to do as such. S/he may not give the lower class students the same consideration that s/he provides the other children in the class, may not offer extra assistance or homework that would empower them to improve in school, or disregard them when they pose a question. Albeit none of this might be done deliberately or vindictively, the child will in the end discover that it is not worth the push to pose a question or to concentrate hard on the grounds that the instructor is unrealistic to help or support them.
The apparent high segregation system in schools in the United States poses negative impacts on students of color. In a study conducted by Chapel Hill, it was found that black students tend to achieve little in their reading skills compared to their counterparts who are enrolled in integrated schools (Klein, 2014). Schools must try to make education more integrated to render better interaction among students of diverse cultural backgrounds. In doing so, this can aid in improving their academic performance and achievement.
References
Dong, X. (2008). Symbolic Interactionism in Sociology of Education Textbooks in Mainland China: Coverage, Perspective and Implications. International Education Studies.
Klein, R. (2014). Another Reason Why Segregated Education Is Bad For Young Students. The Huffington Post. Retrieved 5 August 2016, from http://www.huffingtonpost.com/2014/07/30/unc-school-segregation-study_n_5632118.html
