“Teacher Expectations and Self-Fulfilling Prophecies: Knowns and Unknowns, Resolved and Unresolved Controversies”, 2005 (; backlinks; similar):
This article shows that 35 years of empirical research on teacher expectations justifies the following conclusions: (a) Self-fulfilling prophecies in the classroom do occur, but these effects are typically small, they do not accumulate greatly across perceivers or over time, and they may be more likely to dissipate than accumulate; (b) powerful self-fulfilling prophecies may selectively occur among students from stigmatized social groups; (c) whether self-fulfilling prophecies affect intelligence, and whether they in general do more harm than good, remains unclear, and (d) teacher expectations may predict student outcomes more because these expectations are accurate than because they are self-fulfilling. Implications for future research, the role of self-fulfilling prophecies in social problems, and perspectives emphasizing the power of erroneous beliefs to create social reality are discussed.
[Jussim discusses the famous ‘Pygmalion effect’. It demonstrates the Replication crisis: an initial extraordinary finding indicating that teachers could raise student IQs by dozens of points gradually shrunk over repeated replications to essentially zero net long-term effect. The original finding was driven by statistical malpractice bordering on research fraud: some students had “pretest IQ scores near zero, and others had post-test IQ scores over 200”! Rosenthal further maintained the Pygmalion effect by statistical trickery, such as his ’fail-safe N’, which attempted to show that hundreds of studies would have to have not been published in order for the Pygmalion effect to be true—except this assumes zero publication bias in those unpublished studies and begs the question.]