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Rhona Weinstein Emerita Ph.D., Yale University
Professor Weinstein is retired and not accepting new students. Rhona S. Weinstein studies the development of child and youth achievement, motivation, and social-emotional competence in the context of classroom and school processes, with particular attention to self-fulfilling prophecies about ability. Special interests include populations at particular risk for low expectations, such as poor, ethnic minority, and immigrant children, children with special needs, and girls with regard to math and science. Her research also focuses on interventions to raise expectations and on school reform. Expectancy effects in schooling Using an ecological model, we investigate the dynamics of educational expectancy effects. We study child processes that mediate the confirmation or disconfirmation of teacher expectations (children's developing awareness and understanding of teacher expectations), their impact on academic, social-emotional processes, and peer status, child differences in susceptibility to teacher expectancy effects (e.g., resilience), the moderating effects of parental versus teacher expectations, cultural differences in expectancy effects, and modeling of cumulative effects of expectancy processes over time. Interventions to Break the Cycle of Low Expectations We are also engaged in the application of these research findings in collaborative work with schools to promote and support high expectations for all students, especially under-prepared students, and enable their successful transition to and completion of college. Among the research projects of current graduate students: factors that impact dis-identification with schooling at the elementary school level; cultural differences in parental expectations and actions to promote children’s achievement; immigrant youth adaptation in high school, family and schooling factors that promote resilience in children with attentional disorders. Professor Weinstein will not be taking new students for the next academic year. Selected Publications Book 
Weinstein, R. S. (2002). Reaching Higher: The Power of Expectations in Schooling. Cambridge, MA: Harvard University Press. Papers Weinstein, R. S. (2006). Reaching higher in community psychology: Social problems, social settings, and social change. American Journal of Community Psychology, 37, 9-20. Cappella, E., & Weinstein, R.S. (2006). The prevention of social aggression in girls. Social Development, 15, 434-462. Gregory, A., & Weinstein, R. S. (2004). Connection and regulation at home and in school: Predicting growth in achievement for adolescents. Journal of Adolescent Research, 19, 405-427. Weinstein, R. S. (2004). Reflections on becoming a community psychologist. In J. Kelly & A. Song (Eds.). “Six community psychologists tell their stories: History, contexts, and narrative.” Journal of Prevention and Intervention in the Community, 28, 125-147. Weinstein, R.S., Gregory, A., & Strambler, M. (2004) Intractable self-fulfilling prophecies: Fifty years after Brown v. Board of Education. American Psychologist, 59, 511-520. Ozer, E. J., & Weinstein, R. S. (2004). Urban adolescents' exposure to community violence: The role of support, school safety, and social constraints in a school-based sample of boys and girls. Journal of Clinical Child and Adolescent Psychology, 33, 463-476. McKown, C., & Weinstein, R. S. (2003). The development and consequences of stereotype-consciousness in middle childhood. Child Development, 74, 498-515. Donohue, K. M., Perry, K. E., & Weinstein, R. S. (2003). Classroom instructional practices and children's rejection by their peers. Journal of Applied Developmental Psychology, 24, 91-118. McKown, C. & Weinstein, R. S. (2002). Modeling the role of child ethnicity and gender in children's differential response to teacher expectations. Journal of Applied Social Psychology, 32, 159-184. Weinstein, R. S. (2002). Overcoming inequality in schooling: A call to action for community psychology. American Journal of Community Psychology, 30, 21-42. November 2006
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