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Rhona Weinstein Emerita Ph.D., Yale University
Weinstein's research focuses on the contextual and multi-layered dynamics of academic expectations and self-fulfilling prophecies, as they impact educational opportunities and the development of minority and poor children, and on school reform for educational equity. Weinstein has been involved since its inception in Berkeley's efforts, in collaboration with Aspire Public Schools, to create an early college secondary school for "first in the family to go to college" youth (California College Preparatory Academy) which opened its doors in August 2005. Current research includes longitudinal studies of teacher expectancy effects (mediators and moderators), design and evaluation of small group advisories to promote youth development, and case studies of transforming schools and creating new schools to raise expectations and promote educational equity. Selected Publications Book 
Weinstein, R. S. (2002). Reaching Higher: The Power of Expectations in Schooling. Cambridge, MA: Harvard University Press. Papers Weinstein, R. S. (2008). Schools that actualize high expectations for all youth: Theory for setting change and setting creation. In B. Shinn & H. Yoshikawa (Eds.) Toward positive youth development: Transforming schools and community programs. Oxford University Press. Gregory, A. & Weinstein, R. S. (2008). The discipline gap and African Americans. Defiance or cooperation in the high school classroom. Journal of School Psychology, 46, 455-475. McKown, C. & Weinstein, R.S. (2008). Teacher expectations, classroom context, and the achievement gap. Journal of School Psychology, 46, 235-261. Weinstein, R. S. (2006). Reaching higher in community psychology: Social problems, social settings, and social change. American Journal of Community Psychology, 37, 9-20.
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