References of "Social Psychology of Education"
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See detailTeachers´ Attitudes toward Students with High- and Low-Educated Parents
Pit-Ten Cate, Ineke UL; Glock, Sabine UL

in Social Psychology of Education (2018), 21(3), 725-742

Educational inequalities may be derived from differential teacher expectations toward students from different backgrounds. Such expectations may be associated with stereotypical beliefs and attitudes ... [more ▼]

Educational inequalities may be derived from differential teacher expectations toward students from different backgrounds. Such expectations may be associated with stereotypical beliefs and attitudes, which guide behavior and judgments. Although ample research is available concerning differential teacher attitudes based on student ethnicity, few studies have considered the effect of the educational level of the parents. The aim of the current study was to investigate teachers´ implicit and explicit attitudes toward students with differentially educated parents. Implicit attitudes were measured using an implicit association task (IAT). The first name of the student was used as a proxy for the educational level of parents, whereby we created separate versions for boys and girls. Participants were randomly divided in two groups whereby the first group completed the IAT-boys version and the other group the IAT-girls version. Explicit attitudes were measured using a questionnaire. Participants indicated positive implicit attitudes toward students with highly educated parents, independent of the gender of the student. Teachers did not express differential explicit beliefs regarding the learning and social behaviors of students based on the educational level of the parents, and their expectations concerning the motivation and ambitions or educational chances of these students were neutral. The dissociation between implicit and explicit attitudes may be an indication of the social sensitivity of the relationship between students´ social background and educational achievements and opportunities. Especially implicit attitudes may account for differences in teacher behaviors toward different groups of students and in turn their educational opportunities, and could therefore partly account for consistent findings of educational inequalities based on the social status of families. [less ▲]

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See detailDoes nationality matter? The impact of expectations on student teachers’ judgments
Glock, Sabine UL; Krolak-Schwerdt, Sabine UL

in Social Psychology of Education (2013), 16

In Germany, Turkish students are overrepresented on lowest school tracks. Research has provided evidence that stereotypical expectations can color judgments. We experimentally investigated whether student ... [more ▼]

In Germany, Turkish students are overrepresented on lowest school tracks. Research has provided evidence that stereotypical expectations can color judgments. We experimentally investigated whether student information that strongly confirmed or disconfirmedTurkish stereotypical expectations led to student teachers’ judgments that were biased against nationality. Furthermore, we explored whether judging an expectation- confirming or expectation-disconfirming Turkish student resulted in changes in stereotypical beliefs. Results showed that student teachers’ judgments were biased against nationality when it came to an expectation-confirming student and that the expectation-disconfirming student could change stereotypical beliefs into slightly more positive ones. Results are discussed with regard to their theoretical relevance as well as to their importance for teacher education. [less ▲]

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See detailThe impact of accountability on teachers' assessments of student performance: A social cognitive analysis
Krolak-Schwerdt, Sabine UL; Böhmer, Matthias UL; Gräsel, Cornelia

in Social Psychology of Education (2013), 16

Research on teachers’ judgments of student performance has demonstrated that educational assessments may be biased or may more correctly take the achievements of students into account depending on ... [more ▼]

Research on teachers’ judgments of student performance has demonstrated that educational assessments may be biased or may more correctly take the achievements of students into account depending on teachers’ motivations while making the judgment. Building on research on social judgment formation the present investigation examined whether the accountability of teachers has an influence on judgment formation. We predicted that unaccountable teachers would activate social categories and use them for the assessment, whereas accountable teachers’ attention would be directed to individual attributes of students. Using secondary school teachers as participants, three studies investigating teachers’ assessments, inferences and memory for students’ attributes supported these hypotheses. Thus, accountability appears to be a moderator of social information processing and judgment formation in the domain of educational assessments. [less ▲]

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See detailBeyond judgment bias: How students' ethnicity and academic profile consistency influence teachers' tracking judgments
Glock, Sabine UL; Krolak-Schwerdt, Sabine UL; Klapproth, Florian UL et al

in Social Psychology of Education (2013), 16

Research on school tracking has provided evidence that students with immigrant backgrounds are overrepresented in the lower school tracks. As teachers are the main decision makers when it comes to ... [more ▼]

Research on school tracking has provided evidence that students with immigrant backgrounds are overrepresented in the lower school tracks. As teachers are the main decision makers when it comes to tracking, we investigated whether teachers’ tracking judgments are biased by the immigrant backgrounds of the students and how teachers’ tracking judgments are affected by inconsistencies in students’ academic profiles. Drawing on dual process models of judgment formation, we conducted two experimental studies to investigate teachers’ judgments. The results of both studies showed less favorable teacher judgments of students with immigrant backgrounds than of students without immigrant backgrounds. Students with inconsistent academic profiles were also judged less favorably than students with consistent profiles. Think aloud data indicated careful processing of all information both for students with immigrant backgrounds and students with inconsistent profiles. Results are discussed with regard to their underlyingmechanisms as well as with regard to their implications for teacher training. [less ▲]

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