ABSTRACT
Teacher beliefs have been found to be reflected in behaviors such as waiting less time for students perceived by teachers to be "low achievers" to answer a question or praising these students less often when they have been successful. Central to teacher expectation research, teacher behaviors have also been found to be internalized by students, shaping their identity in terms of perceptions of ability that influence their subsequent performance. Although there are many academic self-beliefs that have been found to be related to student achievement, they include self-efficacy, self-concept, and expectancy value. Ethnic identity is a component of self-concept that reflects the extent to which an individual identifies with their ethnic background. The research examining the role of ethnic identity on students' achievement has been largely restricted to adolescent populations. Students in the school with the highest levels of asset-based practices had higher levels of perceived discrimination compared to the other dual language school.
