Revealing Stereotypes: Evidence from Immigrants in Schools

Alesina, Alberto; Carlana, Michela; Ferrara, Eliana La; Pinotti, Paolo

doi:10.3386/w25333

Cited by 88 publications

(66 citation statements)

References 31 publications

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“…Teachers give lower grades to immigrant students compared to natives who have the same performance on standardized, blindly-graded tests. For instance, math teachers with stronger stereotypes gave lower grades to immigrants compared to natives with the same perfor-mance (Alesina, Carlana, Ferrara & Pinotti, 2018). Likewise, with the classic studies presented by Fiske, Cuddy, Glick and Xu (2002) and Cuddy and Fiske (2003), a superior and competitive group like the Argentines and Germans, are perceived to be instrumentally superior but expressively unpleasant-Arrogant and little Modest.…”

Section: Discussionmentioning

confidence: 91%

Negative stereotypes: an analysis of Social Cognition in different ethnic groups. Social cognition of stereotypes

Ramos-Oliveira

Pankalla

2019

Psicogente

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Introduction: The processes related to social cognitions contribute as a traumatic and stressful event for some ethnic and minority groups, causing a series of psychic suffering in individuals. Social cognition considered stereotypes as characteristics of a group included in its mental representation. Objective: The study was conducted to analyze the negative stereotypes in two cultures with very different history and geopolitical context, especially how stereotypes are reflected in the cognitive component of prejudiced attitudes. Method: Four hundred fifty one (N=451) undergraduate students volunteered to take part in the study, the participants came from careers in the area of Social Sciences and Humanities in the non-probabilistic sample. After receiving the information, participants completed Negative Stereotype Index. A descriptive analysis and the T-test to know the differences between the perception and self-perception of the groups. Results: Show that negative stereotype traits in Poland and Brazil, found negative stereotypic traits attributed to an out-group resulted in more unfavorable evaluations than descriptions consisting of positive attributes. In both groups, and their antecedents were associated with negative out-group attitudes, however, is a more general and more important one. Conclusion: The findings found that expectations about the out group and negative stereotypes occur in conjunction with other negative emotions, which intensify negative out-group attitudes. The assessment that the Poles made of the Germans was like that of the Brazilians of the Argentines or of a group of relatively higher status. That is, they considered the Germans as more arrogant, sincere and less modest. The different groups of people may dislike each other for similar reasons. Explanations are offered for the limitations of the study and proposal for future research.

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Section: Discussionmentioning

confidence: 91%

Negative stereotypes: an analysis of Social Cognition in different ethnic groups. Social cognition of stereotypes

Ramos-Oliveira

Pankalla

2019

Psicogente

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“…It means I have expectations. And those expectations can affect my grades without my noticing (Alesina et al, 2018;Carlana, 2019;Forgas, 2011;Harvey et al, 2016;van den Bergh et al, 2010). It's also, frankly, a relief to not have to think about these issues as I'm grading.…”

Section: Structural Reform #2 Anonymous Reviewmentioning

confidence: 99%

Individual and Structural Interventions

Madva¹

2020

An Introduction to Implicit Bias

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not to be included in print version for metadata only): Given all that we have learned about bias and injustice, what can we do-and what should we do-to fight back? Chapter 12 introduces empirically-tested interventions for combating implicit (and explicit) bias and promoting a fairer world, from small daily-life debiasing tricks to larger structural interventions. Along the way, this chapter raises a range of moral, political, and strategic questions about these interventions, and stresses the importance of admitting that we don't yet have all the answers. We must encourage intellectual humility and dedicate ourselves to gathering as much knowledge as possible.Changing the world is hard. Changing it for the better is usually harder than changing it for the worse. But why is positive change so difficult? Some answers are familiar. First, it's hard to get people to care, especially about problems in different places (physically or socially distant neighborhoods or countries) that don't confront us every day. Second, people are, understandably, wrapped up in pursuing personal goals (careers, families, hobbies). Third, and closely related to the first two reasons, many people feel like their votes and voices don't matter because the system is rigged (by corporate donors, gerrymandered voting districts, etc.) to make their political efforts pointless. Fourth, making change to promote equality is especially hard, because the haves are typically motivated to hold onto their advantages, and even to see their advantages as fair. Even the have-nots are easily hoodwinked into thinking that their disadvantages are fair when they're not (Jost, 2015). We derive comfort from believing we live in a merit-based society where, as long as you work hard enough, put your head down, and don't rile up political trouble, then your personal and professional life will go well. Fifth, people may (especially for certain jobs: maybe I don't want to hire someone convicted of decades of accounting fraud to be my accountant). But the result is that ex-offenders have a very hard time finding gainful employment, which in turn makes them more likely to become desperate to make ends meet, and then to re-offend and end up back in prison.Some ex-offenders have it worse than others. In one field study in Milwaukee, the odds of getting a callback for an interview were 34% for white male applicants with no criminal record but only 17% for white men with a criminal record. Moreover, the odds were 14% for black male applicants without a record, but only 5% for black men with a record (Pager, 2003).The first finding to note is that white men with a record had slightly better odds than black men without. Two follow-up studies in New York City found much the same: white applicants who had literally just gotten out of prison were slightly more likely to get a callback or job offer than black and Latinx applicants with spotless records (Pager et al., 2009). These studies illustrate how devastating a criminal record can be for anyone's job prospects, but espec...

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“…to affect student outcomes (Jussim and Harber, 2005;Rosenthal and Jacobson, 1968;Cooper and Good, 1983;Spencer, Steele, and Quinn, 1999;Papageorge, Gershenson, and Kang, 2016). More recently, Carlana (2019) and Alesina et al (2018) show that teacher bias against girls and immigrants, respectively, reduce learning outcomes against the stigmatized groups. The effects of negative teacher attitudes could be worsened by the interaction with peers.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Behavioral Inattention and Human Capital Accumulation

Barrón

2019

SSRN Journal

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I use data from a standardized test applied to second and eighth graders in rural Peru to show that inability to correctly interpret test scores can affect schooling outcomes persistently. Marginally classifying as "remedial" in second grade math reduces rural males' eighth grade scores by 0.18 standard deviations, compared to students that obtained marginally higher scores and were classified as "in transition" in second grade. Since students, parents, and teachers receive both the score and the label attached to it, this is evidence of behavioral inattention. Besides being the first study to provide evidence of behavioral inattention in human capital accumulation in a developing country setting, this study provides novel evidence on the mechanisms at play. I show that results owe to classroom environment and household resource reallocation. Rural males who barely classified as remedial in second grade are more likely to work, have fewer books available at home, and perceive a more negative classroom environment by eighth grade than those who obtained marginally higher scores. These findings have important implications for educational policy, in particular to the communication of standardized test scores.

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Revealing Stereotypes: Evidence from Immigrants in Schools

Cited by 88 publications

References 31 publications

Negative stereotypes: an analysis of Social Cognition in different ethnic groups. Social cognition of stereotypes

Negative stereotypes: an analysis of Social Cognition in different ethnic groups. Social cognition of stereotypes

Individual and Structural Interventions

Behavioral Inattention and Human Capital Accumulation

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