Discrimination in grading: A scoping review of studies on teachers’ discrimination in school

Zanga, Giulietta; De Gioannis, Elena

doi:10.1016/j.stueduc.2023.101284

Studies in Educational Evaluation

2023

DOI: 10.1016/j.stueduc.2023.101284

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Discrimination in grading: A scoping review of studies on teachers’ discrimination in school

Giulietta Zanga,

Elena De Gioannis

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2024

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Cited by 3 publications

References 66 publications

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Unpacking grading bias in middle school: A multilevel analysis of grade vs. test discrepancy considering student and school characteristics

Vosylis,

Erentaitė,

Simonaitienė

et al. 2024

Studies in Educational Evaluation

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Unpacking grading bias in middle school: A multilevel analysis of grade vs. test discrepancy considering student and school characteristics

Vosylis,

Erentaitė,

Simonaitienė

et al. 2024

Studies in Educational Evaluation

View full text Add to dashboard Cite

Discrimination in track recommendation but not in grading: experimental evidence among primary school teachers in Hungary

Kisfalusi,

Hermann,

Keller

2024

European Sociological Review

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This study examines discrimination in teacher assessments and track recommendations against Roma minority students in Hungary. We conducted a pre-registered randomized experiment among 413 primary school teachers. Participating teachers evaluated six mathematics or literacy and grammar tests with fictitious, randomized student names and recommended a high school track. Our results show mixed evidence for discrimination against Roma students: teachers do not discriminate in test evaluations but do so in high school track recommendations, though this latter effect is small. We find that contextual factors play a substantial role in discrimination in track recommendations: teachers who receive tests with fewer Roma than non-Roma names discriminate against Roma students, whereas teachers who receive tests with more Roma names do not. In the latter case, non-Roma students receive similarly low track recommendations as Roma students in both experimental conditions. The results are consistent with stereotype-based theories of discrimination.

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Cosa c’è dietro a un voto?

Zanolla,

Petrucci

2024

IUL Research

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L’obiettivo di questo lavoro è quello di individuare le caratteristiche degli allievi, della classe frequentata e del docente in grado di incidere sul voto di fine anno di Matematica e Italiano dell’intero gruppo degli allievi delle quinte elementari del Canton Ticino nell’anno scolastico 2020/2021 (circa 2.200 allievi). I modelli multilivello elaborati includono variabili socio-anagrafiche, oltre all’abilità degli allievi in Matematica e Italiano espressa attraverso i punteggi riportati in due test standardizzati. Le analisi evidenziano che i voti nelle due discipline dipendono in gran parte dall’abilità dell’allievo nella materia, ma fattori extra-cognitivi, quali il sesso dell’allievo, l’origine sociale, la madrelingua, l’età, il voto di condotta e l’abilità media della classe nella disciplina, se considerati complessivamente, incidono in maniera consistente sui voti.

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Discrimination in grading: A scoping review of studies on teachers’ discrimination in school

Cited by 3 publications

References 66 publications

Unpacking grading bias in middle school: A multilevel analysis of grade vs. test discrepancy considering student and school characteristics

Unpacking grading bias in middle school: A multilevel analysis of grade vs. test discrepancy considering student and school characteristics

Discrimination in track recommendation but not in grading: experimental evidence among primary school teachers in Hungary

Cosa c’è dietro a un voto?

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