1 School Segregation and Math Achievement: A Mixed-Method Study on the Role of Self-Fulfilling Prophecies

Background: In educational research on children’s academic performance, few topics have received more attention than the consequences of school segregation and the impact of self-fulfilling prophecies. However, virtually no research has investigated whether self-fulfilling prophecies account for the impact of school composition on academic achievement. Purpose & Research Objectives: This study aims to integrate research on the effects of school segregation with that on self-fulfilling prophecies by examining the mediating role of teacher expectancies regarding the impact of school composition on pupils ’ math achieve-ment. First, we investigate whether teachers ’ teachability expectations are related to the socioe-conomic and ethnic composition of the school. Second, we investigate whether and how the effects of school composition can be explained by self-fulfilling prophecies. Because it is theo-rized that teacher expectancies might have an impact on pupils ’ academic achievement through pupils ’ perceptions of control over their achievement, we investigate the role of pupils ’ sense of academic futility. Sample & Research Design: Quantitative data from a survey of 2,845 pupils and 706 teachers in 68 Flemish (Belgian) primary schools and qualitative data obtained through in-depth interviews with 26 teachers in five schools are analyzed. A complementary mixed