Race and Gender Differences in Teacher Perceptions of Student Homework Performance: a Preliminary Examination

Pendergast, Laura L.; Nickens, Linda; Pham, Sofia; Miliaresis, Simone; Canivez, Gary L.

doi:10.1007/s40688-017-0162-x

Cited by 4 publications

(7 citation statements)

References 53 publications

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“…Teacher judgements can be biased by a variety of stereotypes (Parks and Kennedy 2007) which in turn could lead to discrimination. Teachers have been observed to have lower expectations of minority children (Ho and Cherng 2018;Pendergast et al 2018). In a study investigating whether teachers respond differently to Turkish children compared to German children, teachers were found to be biased when faced with stereotype-conforming immigrant children (Glock and Krolak-Schwerdt 2013).…”

Section: Discrimination At School? Methods Matter!mentioning

confidence: 99%

“…Additionally, based on previous research findings on stereotypical beliefs about boys and girls (Munsch et al 2007;Mullola et al 2012;Åhslund and Boström 2018;Pendergast et al 2018), this article considers potential differential treatment by gender. To test for potential interaction effects of gender with other variables of interest, we estimate separate models.…”

Section: Motsmentioning

confidence: 99%

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Discrimination at the Crossroads? Evidence from a Factorial Survey Experiment on Teacher‘s Tracking Decisions

Gilgen

Stocker

2022

Swiss Journal of Sociology

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Using a factorial survey experiment, we investigate whether teachers discriminate against lower class and minority children. The vignettes include information on the pupil’s gender, social and ethnic origin, academic potential, motivation, behaviour in class as well as parental educational aspirations. While the discrimination hypotheses are not supported, we find gender-specific effects of challenging behaviour, to the disadvantage of girls. Both the usefulness as well as potential pitfalls of the factorial survey approach are discussed.

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Section: Discrimination At School? Methods Matter!mentioning

confidence: 99%

Section: Motsmentioning

confidence: 99%

Discrimination at the Crossroads? Evidence from a Factorial Survey Experiment on Teacher‘s Tracking Decisions

Gilgen

Stocker

2022

Swiss Journal of Sociology

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“…Teacher judgements can be biased by a variety of stereotypes (Parks & Kennedy, 2007) which in turn could lead to discrimination. Teachers have been observed to have lower expectations of minority children (Ho & Cherng, 2018;Pendergast et al, 2018). In a study investigating whether teachers responded differently to Turkish children compared to German children, they were found to be biased when faced with stereotype-conforming immigrant children (Glock has shown that in general, teachers have lower opinions of boys' academic skills (Åhslund & Boström, 2018;Pendergast et al, 2018) and also have lower expectations in regard to boys' behaviour (Mullola et al, 2012).…”

Section: Discrimination At School? Well Methods Do Matter!mentioning

confidence: 99%

“…Teachers have been observed to have lower expectations of minority children (Ho & Cherng, 2018;Pendergast et al, 2018). In a study investigating whether teachers responded differently to Turkish children compared to German children, they were found to be biased when faced with stereotype-conforming immigrant children (Glock has shown that in general, teachers have lower opinions of boys' academic skills (Åhslund & Boström, 2018;Pendergast et al, 2018) and also have lower expectations in regard to boys' behaviour (Mullola et al, 2012). Also, for Germany, research on the stereotypes at the intersection of ethnic background and gender have shown that male minority children (especially those from the Middle East) are associated with macho attitudes and endorsement of violence.…”

Section: Discrimination At School? Well Methods Do Matter!mentioning

confidence: 99%

“…Among the randomly varied characteristics of the children, information on class and minority status was included. Additionally, based on previous research findings on stereotypical beliefs about boys and girls (Åhslund & Boström, 2018;Mullola et al, 2012;Munsch, Gemende, & Rotino, 2007;Pendergast, Nickens, Pham, Miliaresis, & Canivez, 2018), this article considers potential differential treatment by gender and discusses its role in interaction with other variables of interest, by estimating separate models. To this end, another advantage of factorial survey experiments is exploited to examine the gender-specific relevance of the single vignette factors for the evaluation of the vignette as a whole.…”

Section: Introductionmentioning

confidence: 99%

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Discrimination at School? When Stereotypes Affect Track Recommendations

Gilgen¹

2020

Preprint

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This article examines whether teacher discrimination is an additional source of disadvantage for lower class and minority children, while also considering differential treatment by gender. Primary teachers in Bern, Switzerland, were asked to state the probabilities of recommending fictitious sixth graders – described in vignettes – to either the lower or higher track in secondary school. The factorial survey experiment, especially suited for addressing problems of social desirability bias, while enabling a direct measure of attitudes, included the dimensions: social class, minority status, gender, ability, motivation, classroom behaviour and parental educational aspirations. The results from the ordinary least squares regression models, accounting for the hierarchical structure (each respondent evaluated four vignettes so that N=216) with clustered standard errors, were mixed. While teachers lean towards treating ethnic minority girls favourably, they are significantly harsher on minority boys, compared to their Swiss counterparts. Throughout, teachers respond somewhat differently to girls and boys; sex-specific effects emerge for motivation, classroom behaviour and parental educational aspirations. In regard to social class, teachers tend towards a downward bias for lower class children in general, but it is yet again the boys that have a substantial disadvantage if they come from a lower class background. On the whole, the results indicate that discriminatory behaviour by teachers may indeed be one of the reasons for the lower school achievement of lower class and minority boys. While the theories of preference-based and statistical discrimination fail to account for the findings, the theory of statistical discrimination proves valuable in explaining the results.

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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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Race and Gender Differences in Teacher Perceptions of Student Homework Performance: a Preliminary Examination

Cited by 4 publications

References 53 publications

Discrimination at the Crossroads? Evidence from a Factorial Survey Experiment on Teacher‘s Tracking Decisions

Discrimination at the Crossroads? Evidence from a Factorial Survey Experiment on Teacher‘s Tracking Decisions

Discrimination at School? When Stereotypes Affect Track Recommendations

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

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