NDLI: Are school placement recommendations accurate? The effect of students’ ethnicity on teachers’ judgments and recognition memory

Content Provider	Springer Nature Link
Author	Glock, Sabine Krolak Schwerdt, Sabine Pit ten Cate, Ineke M.
Copyright Year	2014
Abstract	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.
Starting Page	169
Ending Page	188
Page Count	20
File Format	PDF
ISSN	02562928
Journal	European Journal of Psychology of Education
Volume Number	30
Issue Number	2
e-ISSN	18785174
Language	English
Publisher	Springer Netherlands
Publisher Date	2014-12-14
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Schoool placement Students’ race Students’ ethnicity Judgment accuracy Recognition memory Educational Psychology Pedagogic Psychology
Content Type	Text
Resource Type	Article
Subject	Education Developmental and Educational Psychology

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

Consistency in teachers’ judgments

The lag effect in secondary school classrooms: Enhancing students’ memory for vocabulary

How do teachers perceive cheating students? Beliefs about cues to deception and detection accuracy in the educational field

Teachers’ judgements of students’ foreign-language achievement

Teacher judgments and pupils’ causal explanations: Social valorization of effort-based explanations in school context

Does ethnicity matter? The impact of stereotypical expectations on in-service teachers’ judgments of students

Beyond judgment bias: How students’ ethnicity and academic profile consistency influence teachers’ tracking judgments

Attributional perspectives on academic judgments

Assessing primary school student-teachers’ pedagogic implementations in child sexual abuse protection education

Are school placement recommendations accurate? The effect of students’ ethnicity on teachers’ judgments and recognition memory

Similar Documents

Consistency in teachers’ judgments

The lag effect in secondary school classrooms: Enhancing students’ memory for vocabulary

How do teachers perceive cheating students? Beliefs about cues to deception and detection accuracy in the educational field

Teachers’ judgements of students’ foreign-language achievement

Teacher judgments and pupils’ causal explanations: Social valorization of effort-based explanations in school context

Does ethnicity matter? The impact of stereotypical expectations on in-service teachers’ judgments of students

Beyond judgment bias: How students’ ethnicity and academic profile consistency influence teachers’ tracking judgments

Attributional perspectives on academic judgments

Assessing primary school student-teachers’ pedagogic implementations in child sexual abuse protection education

Are school placement recommendations accurate? The effect of students’ ethnicity on teachers’ judgments and recognition memory