Do Students' Religion and School Absences Moderate the Effect of Ethnic Stereotypes on School-Placement Recommendations?

Klapproth, Florian; Kärchner, Henrike; Glock, Sabine

doi:10.1080/00220973.2017.1293602

Cited by 18 publications

(21 citation statements)

References 64 publications

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“…Conversely, with German students activation of the German student stereotype is likely when school reports represent rather high achievements and are accompanied by a name that is often used for German children. The results also confirm results previously obtained by Klapproth et al (2018) who could show that students not fitting an ethnic stereotype (e.g. Turkish students identifying themselves with Christianity or German students identifying themselves with Islam) were judged more thoroughly on the basis of actual achievements than students fitting the stereotype (Turkish-Muslim students or German-Christian students).…”

Section: Discussion Of the Results Obtainedsupporting

confidence: 90%

“…We used only male student vignettes because we deemed presenting a total of more than 16 vignettes a possible burden for the participants, which might increase the likelihood of dropping out from the study. Similar vignettes have been used in previous studies (Klapproth et al 2018;Klapproth and Fischer 2019). Each vignette contained six grades varying between 1 ("very good") and 4 ("sufficient"), with each grade being related to one school subject.…”

Section: Methodsmentioning

confidence: 99%

“…Moreover, when randomized controlled studies instead of correlational field studies were applied, effects of migration status became even more evident. For instance, in two experimental studies Klapproth et al (2018) presented preservice teachers with vignettes imitating students' school reports. When these vignettes were accompanied by the name of a German student, the participants were more likely to recommend the student for the highest track than when they were accompanied by a Turkish name, even if the students' reported school grades were identical.…”

Section: Effect Of Students' Ethnicity On Placement Decisionsmentioning

confidence: 99%

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Achievement development is less important for school-placement recommendations when students are stereotyped

Klapproth

Fischer

2020

Soc Psychol Educ

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With this study we examined with a sample of N = 102 primary-school teachers whether their use of information about students’ achievement development for placement recommendations depended on student ethnicity. We applied student vignettes to mimic real students, and orthogonally varied student ethnicity, their GPA development, suggested by their last two school reports in primary school, and their grand mean of grades. We found that students were more likely to be recommended for the highest track when their grand mean of grades indicated higher achievements and when their GPA improved rather than declined. Moreover, we found strong evidence that teachers applied ethnic stereotypes when making school-placement recommendations. If the students fitted an ethnic stereotype, teachers tend to ignore information about their achievement development, whereas if the students did not fit an ethnic stereotype, teachers’ judgments were rather based on all information that was provided about the students. Hence, achievement development was less important for school-placement recommendations when students were stereotyped than when they were not stereotyped. Implications of the results were discussed.

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Section: Discussion Of the Results Obtainedsupporting

confidence: 90%

Section: Methodsmentioning

confidence: 99%

Section: Effect Of Students' Ethnicity On Placement Decisionsmentioning

confidence: 99%

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Achievement development is less important for school-placement recommendations when students are stereotyped

Klapproth

Fischer

2020

Soc Psychol Educ

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“…More specifically, we examine teacher expectations in three different institutional contexts, i.e., The Netherlands (Amsterdam), the United States (New York City, Manhattan) and Norway (Oslo). Past studies have neglected contextual variations in teacher expectations, and merely tried to explain teacher expectations by student (Klapproth, Kärchner, and Glock 2018;Timmermans, Boer, and van der Werf 2016) or teacher characteristics (Bergh et al 2010). The educational institutional contexts of the Netherlands, the United States and Norway differ with respect to three crucial aspects that could influence the formation of teacher expectations, i.e.…”

Section: Introductionmentioning

confidence: 99%

“…Moreover, different student traits are likely to be correlated with one another in observational data (e.g., socio-economic status and ethnicity) (Auspurg and Hinz 2014), making it impossible to disentangle the relative importance of each specific trait. While a few past studies have used a similar experimental set-up as the one we use in this study, these studies usually manipulated a limited number (1-3) of student characteristics, whilst keeping other characteristics constant (e.g., Auwarter and Aruguete 2008;Klapproth, Kärchner, and Glock 2018;Tobisch and Dresel 2017). This limited the generalizability of these findings (e.g., studies only included hypothetical male students), and most studies did not manipulate student traits that are typically considered to be meritocratic.…”

Section: Introductionmentioning

confidence: 99%

How teachers form educational expectations for students: a comparative factorial survey experiment in three institutional contexts

Geven¹,

Wiborg²,

Fish³

et al. 2020

Preprint

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While schools are thought to use meritocratic criteria when evaluating students, research indicates that teachers hold lower expectations for students from disadvantaged backgrounds. However, it is unclear what the unique impact is of specific student traits on teacher expectations, as different traits are often correlated to one another in real life. Moreover, research has neglected the role of the institutional context, yet tracking procedures, financial barriers to education, and institutionalized cultural beliefs may influence how teachers form expectations. We conducted a factorial survey experiment in three contexts that vary with respect to these institutional characteristics (The United States, New York City; Norway, Oslo; the Netherlands, Amsterdam). We asked elementary school teachers to express educational expectations for hypothetical students whose characteristics were experimentally manipulated. Teachers in the different contexts used the same student traits when forming expectations, yet varied in the importance they attached to these traits. In Amsterdam – where teachers track students on the basis of their performance, and where tracking bears significant consequences for educational careers – we found a large impact of student performance. In Oslo – where educational costs are low, and ability tracking is prohibited – teachers based their expectations less on student effort and more on their socio-economic background than in the other contexts.

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Teachers taking perceptions of student attributes into consideration when formulating track recommendations?

van Leest,

Hornstra,

van Tartwijk

et al. 2024

British Educational Res J

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In some tracked educational systems, track recommendations are formulated by primary school teachers to determine the secondary school level that students will be allocated to. While teachers mostly base their track recommendations on students’ prior achievement, the extent to which teachers also consider perceived student attributes, such as students’ perceived work habits or parental involvement, and the extent to which these perceived student attributes are predictive for secondary school performance is unclear. Therefore, we first investigated the extent to which teachers consider their perceptions of student attributes in their track recommendations (RQ1). Differences between students from different backgrounds and differences between teachers were taken into account. Second, we examined the extent to which primary school teachers’ perceptions of student attributes are predictive for their secondary school performance (RQ2). Participants were 17,953 Grade 6 students from 1105 Dutch primary school teachers (RQ1) and 4150 Grade 9 students from 1289 Dutch secondary school classes (RQ2). Data used in this research were analysed using multilevel models. Findings indicated that teacher‐perceived student attributes played only a minor role in track recommendations and secondary school performance. Yet the extent to which these attributes were considered by teachers differed based on students’ background and differed between teachers. For secondary school performance, teacher‐perceived student attributes to have limited predictive value. The limited predictive value of teacher‐perceived student attributes for students’ performance in secondary education suggests that teachers may need to be careful with taking perceived student attributes into account when formulating track recommendations.

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Do Students' Religion and School Absences Moderate the Effect of Ethnic Stereotypes on School-Placement Recommendations?

Cited by 18 publications

References 64 publications

Achievement development is less important for school-placement recommendations when students are stereotyped

Achievement development is less important for school-placement recommendations when students are stereotyped

How teachers form educational expectations for students: a comparative factorial survey experiment in three institutional contexts

Teachers taking perceptions of student attributes into consideration when formulating track recommendations?

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