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Abstract
Expectations of ninety-six fifth grade teachers on general personality variables as well as an achievement variable were studied. The influence of four independent variables (sex, race, intelligence, and attractiveness) on expectations was investigated using a multivariate analysis of variance design. Teachers were given fictitious descriptions of students and then asked to rate student personality characteristics and essay performance. Significant effects were attributed to the sex of the student, the sex by attractiveness interaction, and the 4–way interaction. Thus, it was concluded that expectations teachers hold for elementary students are extremely complex and are based on a combination of student characteristics.
