Reference : Are school placement recommendations accurate? The effect of students’ ethnicity on t...
Scientific journals : Article
Social & behavioral sciences, psychology : Social, industrial & organizational psychology
http://hdl.handle.net/10993/20996
Are school placement recommendations accurate? The effect of students’ ethnicity on teachers’ judgments and recognition memory.
English
Glock, Sabine mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Krolak-Schwerdt, Sabine mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Pit-Ten Cate, Ineke mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Jun-2015
European Journal of Psychology of Education [=EJPE]
Instituto Superior de Psicologia Aplicada
30
2
169-188
Yes (verified by ORBilu)
International
0256-2928
Lisboa
Portugal
[en] School placement ; Students’ race ; Students’ ethnicity ; Judgment accuracy ; Recognition memory
[en] Educational research has provided evidence that racial and ethnic minority students are disadvantaged in today’s educational systems. Teachers’ stereotypical expectations are believed to contribute to these disadvantages because teachers make decisions about grades, special education, tracking, and school placement. Research so far has shown that teachers’ stereotypical expectations might lead to biased judgments, but the cognitive processes underlying those judgments are less clear. Using an experimental design, we investigated whether inservice and preservice teachers’ judgment accuracy depended on the ethnicity of the students. Moreover, in employing a recognition task, we were able to investigate the kinds of information teachers’ took into account about ethnic minority students when making school placement recommendations. In a sample of 64 inservice and preservice teachers, judgments were found to be less accurate for ethnic minority students than for ethnic majority students, and teachers felt less confident about the judgments they made for ethnic minority students. This lower accuracy of school placement recommendations involved recommendations of ethnic minority students to both higher and lower placements than could be justified academically. The recognition data revealed that under- and overestimation of ethnic minority students were due to a less accurate encoding of the information about ethnic minority students than about ethnic majority students and that grade information for ethnic minority students in particular was not strongly encoded. The findings are discussed in terms of their implications for tracked systems and in terms of interventions that might have the potential to reduce stereotype application.
FNR
Researchers ; Professionals
http://hdl.handle.net/10993/20996
10.1007/s10212-014-0237-2

File(s) associated to this reference

Fulltext file(s):

FileCommentaryVersionSizeAccess
Limited access
glock_et_al_15.pdfPublisher postprint927.44 kBRequest a copy

Bookmark and Share SFX Query

All documents in ORBilu are protected by a user license.