Reference : Beyond judgment bias: How students' ethnicity and academic profile consistency influe...
Scientific journals : Article
Social & behavioral sciences, psychology : Education & instruction
http://hdl.handle.net/10993/6560
Beyond judgment bias: How students' ethnicity and academic profile consistency influence teachers' tracking judgments
English
Glock, Sabine mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Languages, Culture, Media and Identities (LCMI) >]
Krolak-Schwerdt, Sabine mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Languages, Culture, Media and Identities (LCMI) >]
Klapproth, Florian mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Languages, Culture, Media and Identities (LCMI) >]
Böhmer, Matthias mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Languages, Culture, Media and Identities (LCMI) >]
2013
Social Psychology of Education
Springer Science & Business Media B.V.
16
555-573
Yes (verified by ORBilu)
International
1381-2890
[en] Teacher judgements ; Immigrant background ; Dual process models ; Inconsistent academic profiles
[en] 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.
http://hdl.handle.net/10993/6560
10.1007/s11218-013-9227-5

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