Primary teachers’ perceptions that impact upon track recommendations regarding pupils’ enrolment in secondary education: a path analysis

Sneyers, Elien; Vanhoof, Jan; Mahieu, Paul

doi:10.1007/s11218-018-9458-6

Cited by 16 publications

(15 citation statements)

References 46 publications

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“…Ditton et al 2005) and in other European countries (e.g. Darmody et al 2014;Pásztor 2010;Sneyders et al 2018). Several studies in Germany have shown that the probability of receiving a high-track recommendation is significantly lower for immigrant students than for native students, with native students being twice (Kristen 2006;Lintorf et al 2008) or three times (Stubbe 2009) as likely to be placed at the higher level than immigrant students.…”

Section: Effect Of Students' Ethnicity On Placement Decisionsmentioning

confidence: 99%

“…Klapproth and Fischer 2019), and studies examining the effect of ethnicity on teachers' placement decisions (e.g. Glock et al Glock 2013a;Sneyders et al 2018). According to the continuum model of impression formation (Fiske et al 2018;Fiske and Neuberg 1990), teachers should use ethnic stereotypes to judge students if the students' ethnicity is salient and if their previous achievement confirms the ethnic stereotype.…”

Section: Research Question and Hypothesesmentioning

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: Effect Of Students' Ethnicity On Placement Decisionsmentioning

confidence: 99%

Section: Research Question and Hypothesesmentioning

confidence: 99%

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

Klapproth

Fischer

2020

Soc Psychol Educ

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“…While the track choice is formally the free choice of pupils and their parents, research has revealed that teacher's advice is important in guiding pupils towards a track. Moreover, research has shown that teachers in Flanders are often biased by pupils' background characteristics when giving advice, and that they often refer children with a migration background and/or children who are socio-economically disadvantaged to technical or vocational education, even in cases where pupils have sufficiently high grades and motivation to enter the general track (Boone and Van Houtte, 2013;Sneyers et al, 2018). This leads to an overrepresentation of disadvantaged pupils in the technical and vocational track, which are generally perceived as less prestigious and valuable (Stevens and Vermeersh, 2010).…”

Section: The Flemish Education System: Meritocracy Early Tracking and Strong Inequalitiesmentioning

confidence: 99%

‘Maybe Life Can Become Easier Because of My Good Grades’: Children’s Conflicting Repertoires on Aspirations and Life Chances

Kostet

Clycq

Verschraegen

2020

Sociological Research Online

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In this article, we draw on interviews with pupils aged 11–13 years, to analyse children’s aspirations, expectations of the future, and reasonings about social inequality in the context of an early tracking education system. We highlight the conflicting yet creative ways in which children make sense of inequality in relation to life chances. Although our child-respondents prefer structural explanations for inequality, they strategically draw on repertoires of individual social mobility to express their faith in personal agency and meritocracy. In doing so, these children use narratives of upwards mobility that have arisen in very different socio-economic and political contexts to make sense of inequality in their own locality.

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“…With a few exceptions (Timmermans, Boer, and Werf 2016) 1 , research shows that students' pro-school behaviour (e.g. following a teacher's directions, effort) is positively related to a teacher's track recommendation (Sneyers, Vanhoof, and Mahieu 2018) and expectations (Kelly and Carbonaro 2012), whilst accounting for their socioeconomic status and (teachers' perception of their) academic performance. Since teachers are largely responsible for students' track placement, this suggests that students who exhibit higher levels of school misconduct may be selected into lower tracks.…”

Section: Tracking and School Misconductmentioning

confidence: 99%

The impact of school tracking on school misconduct: variations by migration background in England, The Netherlands, and Sweden

Geven

2019

Journal of Ethnic and Migration Studies

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According to the differentiation-polarisation hypothesis, educational tracking will cause a polarisation of students' school attitudes and behaviours: while students in high tracks will develop pro-school attitudes and behaviours, students in low tracks come to reject school. This hypothesis may be too crude, as the effect of tracking on school misconduct could vary across students. Based on the literature on the immigrant aspiration-achievement paradox and the oppositional culture hypothesis, I argue that the tracking effect will be different for students with a migration background. Using two-wave panel data from three educational systems with different types of tracking (i.e. England, the Netherlands, and Sweden), I find some support for the differentiation-polarisation hypothesis among students from the native majority, yet effect sizes are small. In line with the literature on the immigrant aspiration-achievement paradox, no support for the differentiation-polarisation hypothesis is found among students with a migration background. There are no statistically significant differences in these patterns across the three different educational systems.

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Primary teachers’ perceptions that impact upon track recommendations regarding pupils’ enrolment in secondary education: a path analysis

Cited by 16 publications

References 46 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

‘Maybe Life Can Become Easier Because of My Good Grades’: Children’s Conflicting Repertoires on Aspirations and Life Chances

The impact of school tracking on school misconduct: variations by migration background in England, The Netherlands, and Sweden

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