Bias in Primary School Teachers’ Expectations of Students? A Study of General and Specific Bias Towards SES, Ethnicity and Gender
Roč.25,č.2(2020)
Studia paedagogica: The Changing Status of the Teaching Profession
teacher expectations; teacher expectation bias; student attributes; academic achievement; self-assessment
[1] Bandura, A. (1977). Self Efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191 | DOI 10.1037/0033-295X.84.2.191
[2] Bandura, A. (1990). Multidimensional scales of perceived academic efficacy. Stanford University.
[3] Bol, T., Witschge, J., Van de Werfhorst, H. G., & Dronkers, J. (2014). Curricular tracking and central examinations: Counterbalancing the impact of social background on student achievement in 36 countries. Social Forces, 92(4), 1545–1572. https://doi.org/10.1093/sf/sou003 | DOI 10.1093/sf/sou003
[4] Bonvin, P. (2003). The role of teacher attitudes and judgement in decision-making: The case of grade retention. European Educational Research Journal, 2(2), 277–294. https://doi.org/10.2304/eerj.2003.2.2.6 | DOI 10.2304/eerj.2003.2.2.6
[5] Boone, S., & Van Houtte, M. (2013). Why are teacher recommendations at the transition from primary to secondary education socially biased? A mixed-methods research. British Journal of Sociology of Education, 34(1), 20–38. https://doi.org/10.1080/01425692.2012.704720 | DOI 10.1080/01425692.2012.704720
[6] Brophy, J. E. (1983). Research on the self-fulfilling prophecy and teacher expectations. Journal of Educational Psychology, 75(5), 631–661. https://doi.org/10.1037/0022-0663.75.5.631 | DOI 10.1037/0022-0663.75.5.631
[7] Brophy, J., & Good, T. (1970). Teachers' communication of differential expectations for children's classroom performance: Some behavioral data. Journal of Educational Psychology, 61(5), 365–374. https://doi.org/10.1037/h0029908 | DOI 10.1037/h0029908
[8] Brophy, J.E., Good, T.L. (1974). Teacher-student relationships: Causes and consequences. Holt, Rinehart and Winston.
[9] Castro, M., Exposito-Casas, E., Lopez-Martin, E., Lizasoain, L., Navarro-Asencio, E., & Gaviria, J. L. (2015). Parental involvement on student academic achievement: A metaanalysis. Educational Research Review, 14, 33–46. https://doi.org/10.1016/j.edurev.2015.01.002 | DOI 10.1016/j.edurev.2015.01.002
[10] Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Earlbaum Associates.
[11] Cohen, L. Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.). Routledge.
[12] Cole, D. A., Martin, J. M., Peeke, L. A., Seroczynski, A. D., & Fier, J. (1999). Children's overand underestimation of academic competence: A longitudinal study of gender differences, depression, and anxiety. Child Development, 70(2), 459–473. https://doi.org/10.1111/1467-8624.00033 | DOI 10.1111/1467-8624.00033
[13] Crosby, J. W. (2011). Social Skills Improvement System Rating Scales. Journal of Psychoeducational Assessment, 29(3), 292–296. https://doi.org/10.1177/0734282910385806 | DOI 10.1177/0734282910385806
[14] Department of Education and Training (2008). Education in Flanders. The Flemish educational landscape in a nutshell. Die Keure.
[15] de Boer, H., Bosker, R. J., & van der Werf, M. P. C. (2010). Sustainability of teacher expectation bias effects on long-term student performance. Journal of Educational Psychology, 102(1), 168–179. https://doi.org/10.1037/a0017289 | DOI 10.1037/a0017289
[16] Erikson, R., Goldthorpe, J. H., & Portocarero, L. (1979). Intergenerational class mobility in three West European countries: England, France and Sweden. British Journal of Sociology, 30(4), 415–441. https://doi.org/10.1111/j.1468-4446.2009.01246.x | DOI 10.2307/589632
[17] Eurydice (2011). Grade Retention during Compulsory Education in Europe: Regulations and Statistics. European Commission.
[18] Farkas, G. (2003). Cognitive skills and noncognitive traits and behaviors in stratification processes. Annual review of sociology, 29, 541–562. https://doi.org/10.1146/annurev.soc.29.010202.100023 | DOI 10.1146/annurev.soc.29.010202.100023
[19] Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D. W., & Beechum, N. O. (2012). Teaching adolescents to become learners: The role of noncognitive factors in shaping school performance: A critical literature review. University of Chicago Consortium on Chicago School Research.
[20] Furnham, A. (2012). Learning styles and approaches to learning. In K. R. Harris, S. Graham, & T. Urdan (Eds.), APA Educational Psychology Handbook: Individual differences and cultural and contextual factors (Vol. 2, pp. 59–82). Americal Psychological Association.
[21] Glock, S., & Krolak-Schwerdt, S. (2013). Does nationally matter? The impact of stereotypical expectations on student teachers' judgements. Social Psychology of Education, 16(1), 111–127. https://doi.org/10.1007/s11218-012-9197-z | DOI 10.1007/s11218-012-9197-z
[22] Glock, S., Krolak-Schwerdt, S., Klapproth, F., & Bohmer, M. (2013). Beyond judgment bias: How students' ethnicity and academic profile consistency influence teachers' tracking judgments. Social Psychology of Education, 16(4), 555–573. https://doi.org/10.1007/s11218-013-9227-5 | DOI 10.1007/s11218-013-9227-5
[23] Good, T. L. (1987). Two decades of research on teacher expectations: Findings and future directions. Journal of Teacher Education, 38(32–47). https://doi.org/10.1177/002248718703800406 | DOI 10.1177/002248718703800406
[24] Gorard, S., & Smith, E. (2004). An international comparison of equity in education systems. Comparative education, 40(1), 15–28. https://doi.org/10.1080/0305006042000184863 | DOI 10.1080/0305006042000184863
[25] Gresham, F. M., & Elliot, S. N. (1990). Social Skills Rating System. Minneapolis, MN: NCS Pearson.
[26] Harris, M. J., & Rosenthal, R. (1985). Mediation of interpersonal expectancy effects: 31 metaanalyses. Psychological Bulletin, 97(3), 363–386. https://doi.org/10.1037/0033-2909.97.3.363 | DOI 10.1037/0033-2909.97.3.363
[27] Hauser-Cram, P., Sirin, S. R., & Stipek, D. (2003). When teachers' and parents' values differ: Teachers' ratings of academic competence in children from low-income families. Journal of Educational Psychology, 95(4), 813–820. https://doi.org/10.1037/0022-0663.95.4.813 | DOI 10.1037/0022-0663.95.4.813
[28] Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740–763. https://doi.org/10.1037/a0015362 | DOI 10.1037/a0015362
[29] Hofer, S. I. (2015). Studying gender bias in physics grading: The role of teaching experience and country. International Journal of Science Education, 37(17), 2879–2905. https://doi.org/10.1080/09500693.2015.1114190 | DOI 10.1080/09500693.2015.1114190
[30] Hoge, R. D., & Coladarci, T. (1989). Teacher-based judgments of academic achievement: A review of literature. Review of Educational Research, 59(3), 297–313. https://doi.org/10.2307/1170184 | DOI 10.3102/00346543059003297
[31] Hoover-Dempsey, K. V., Walker, J. M. T., Sandler, H. M., Whetsel, D., Green, C. L., Wilkins, A. S., & Closson, K. (2005). Why do parents become involved? Research findings and implications. Elementary School Journal, 106(2), 105–130. https://doi.org/doi:10.1086/499194 | DOI 10.1086/499194
[32] Hughes, J. N., Gleason, K. A., & Zhang, D. A. (2005). Relationship influences on teachers' perceptions of academic competence in academically at-risk minority and majority first grade students. Journal of School Psychology, 43(4), 303–320. https://doi.org/10.1016/j.jsp.2005.07.001 | DOI 10.1016/j.jsp.2005.07.001
[33] Ireson, J., & Hallam, S. (2001). Ability grouping in education. Paul Chapman Publishing.
[34] Jackson, M., Jonsson, J. O., & Rudolphi, F. (2012). Ethnic inequality in choice-driven education systems: A longitudinal study of performance and choice in England and Sweden. Sociology of Education, 85(2), 158–178. https://doi.org/10.1177/0038040711427311 | DOI 10.1177/0038040711427311
[35] Jacobs, D., Rea, A., & Teney, C. (2009). De sociale lift blijft steken. De prestaties van allochtone leerlingen in de Vlaamse Gemeenschap en de Franse Gemeenschap [The social lift stops working. The performance of immigrant students in the Flemish community and the French community]. Koning Boudewijnstichting.
[36] Janssen, R., Van Nijlen, D., De Mulder, L., & Ameel, E. (2017). Validering van IDP en de OVSGtoets: Eindrapport [Validation of IDP and the OVSG-test: Final report]. Steunpunt Toetsontwikkeling en Peilingsonderzoek.
[37] Jussim, L. (1989). Teacher expectations: Self-fulfilling prophecies, perceptual biases, and accuracy. Journal of Personality and Social Psychology, 57(3), 469–480. https://doi.org/10.1037/0022-3514.57.3.469 | DOI 10.1037/0022-3514.57.3.469
[38] Jussim, L. (1991). Social perception and social reality: A reflection-construction model. Psychological Review, 98(1), 54–73. https://doi.org/10.1037/0033-295x.98.1.54 | DOI 10.1037/0033-295X.98.1.54
[39] Jussim, L. (2017). Precis of social perception and social reality: Why accuracy dominates bias and self-fulfilling prophecy. Behavioral and Brain Sciences, 40(1), 1–65. https://doi.org/10.1017/s0140525x1500062x | DOI 10.1017/S0140525X1500062X
[40] Jussim, L., & Harber, K. D. (2005). Teacher expectations and self-fulfilling prophecies: Knowns and unknowns, resolved and unresolved controversies. Personality and Social Psychology Review, 9(2), 131-155. https://doi.org/10.1207/s15327957pspr0902_3 | DOI 10.1207/s15327957pspr0902_3
[41] Kaiser, J., Südkamp, A., & Möller, J. (2017). The effects of student characteristics on teachers' judgment accuracy: Disentangling ethnicity, minority status, and achievement. Journal of Educational Psychology, 109(6), 871–888. https://doi.org/10.1037/edu0000156 | DOI 10.1037/edu0000156
[42] Kelly, S., & Carbonaro, W. (2012). Curriculum tracking and teacher expectations: Evidence from discrepant course taking models. Social Psychology of Education, 15(3), 271–294. doi:10.1007/s11218-012-9182-6 | DOI 10.1007/s11218-012-9182-6
[43] Klein, G. (2008). Naturalistic decision making. Human Factors, 50(3), 456–460. https://doi.org/10.1518/001872008x288385 | DOI 10.1518/001872008X288385
[44] Kornblau, B. (1982). The Teachable Pupil Survey: A technique for assessing teachers' perceptions of pupil attributes. Psychology in the Schools, 19(2), 170–174. https://doi.org/10.1002/1520-6807(198204)19:2<170::aid-pits2310190206>3.0.co;2-p | DOI 10.1002/1520-6807(198204)19:2<170::AID-PITS2310190206>3.0.CO;2-P
[45] LeTendre, G. K., Hofer, B. K. L., & Shimizu, H. (2003). What is tracking? Cultural expectations in the United States, Germany, and Japan. American Educational Research Journal, 40(1), 43–89. https://doi.org/10.3102/00028312040001043 | DOI 10.3102/00028312040001043
[46] Li, Q. (1999). Teachers' beliefs and gender differences in mathematics: A review. Educational Research, 41(1), 63–76. https://doi.org/10.1080/0013188990410106 | DOI 10.1080/0013188990410106
[47] Ma, X., Shen, J. P., Krenn, H. Y., Hu, S. S., & Yuan, J. (2016). A meta-analysis of the relationship between learning outcomes and parental involvement during early childhood education and early elementary education. Educational Psychology Review, 28(4), 771–801. https://doi.org/10.1007/s10648-015-9351-1 | DOI 10.1007/s10648-015-9351-1
[48] Machts, N., Kaiser, J., Schmidt, F. T. C., & Möller, J. (2016). Accuracy of teachers' judgments of students' cognitive abilities: A meta-analysis. Educational Research Review, 19, 85–103. https://doi.org/10.1016/j.edurev.2016.06.003 | DOI 10.1016/j.edurev.2016.06.003
[49] Mechtenberg, L. (2009). Cheap talk in the classroom: How biased grading at school explains gender differences in achievements, career choices and wages. Review of Economic Studies, 76(4), 1431–1459. https://doi.org/10.1111/j.1467-937X.2009.00551.x | DOI 10.1111/j.1467-937X.2009.00551.x
[50] Nurnberger, M., Nerb, J., Schmitz, F., Keller, J., & Sutterlin, S. (2016). Implicit gender stereotypes and essentialist beliefs predict preservice teachers' tracking recommendations. Journal of Experimental Education, 84(1), 152–174. https://doi.org/10.1080/00220973.2015.1027807 | DOI 10.1080/00220973.2015.1027807
[51] OECD (2006), Where immigrant students succeed: A comparative review of performance and engagement in PISA 2003, PISA, OECD Publishing. https://doi.org/10.1787/9789264023611-en | DOI 10.1787/9789264023611-en
[52] Panadero, E., Brown, G. T. L., & Strijbos, J. W. (2016). The future of student self-assessment: A review of known unknowns and potential directions. Educational Psychology Review, 28(4), 803–830. https://doi.org/10.1007/s10648-015-9350-2 | DOI 10.1007/s10648-015-9350-2
[53] Pastorelli, C., Caprara, G. V., Barbaranelli, C., Rola, J., Rozsa, S., & Bandura, A. (2001). The structure of children's perceived self-efficacy: A cross-national study. European Journal of Psychological Assessment, 17(2), 87–97. https://doi.org/10.1027//1015-5759.17.2.87 | DOI 10.1027//1015-5759.17.2.87
[54] Penninckx, M., Vanhoof, J., & Van Petegem, P. (2011). Beleid in het Vlaamse Onderwijs. Beleid en praktijk van leerling tot overheid [Evaluation in the Flemish education. Policy and practice of student to government].Garant.
[55] Ready, D. D., & Wright, D. L. (2011). Accuracy and inaccuracy in teachers' perceptions of young children's cognitive abilities: The role of child background and classroom context. American Educational Research Journal, 48(2), 335–360. https://doi.org/10.3102/0002831210374874 | DOI 10.3102/0002831210374874
[56] Riley, T., & Ungerleider, C. (2012). Self-fulfilling prophecy: How teachers' attributions, expectations, and stereotypes influence the learning opportunities afforded Aboriginal students. Canadian Journal of Education, 35(2), 303–333. https://doi.org/10.14288/1.0055749 | DOI 10.14288/1.0055749
[57] Rosenthal, R. (1973). The mediation of Pygmalion effects: A four factor "theory". Papaua New Guinea Journal of Education, 9, 1–12.
[58] Rosenthal, R. (2002). The Pygmalion effect and its mediating mechanisms. In J. Aronson (Ed.), Improving academic achievement: Impact of psychological factors on education (pp. 25–36). California: Academic Press.
[59] Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom: Teacher expectations and student intellectual development. Holt.
[60] Rubie-Davies, C., Hattie, J., & Hamilton, R. (2006). Expecting the best for students: Teacher expectations and academic outcomes. British Journal of Educational Psychology, 76, 429–444. https://doi.org/10.1348/000709905x53589 | DOI 10.1348/000709905X53589
[61] Rubie-Davies, C. M. (2010). Teacher expectations and perceptions of student attributes: Is there a relationship? British Journal of Educational Psychology, 80(1), 121–135. https://doi.org/doi:10.1348/000709909x466334 | DOI 10.1348/000709909X466334
[62] Südkamp, A., Kaiser, J., & Möller, J. (2012). Accuracy of teachers' judments of students' academic achievement: A meta-analysis. Journal of Educational Psychology, 104(3), 743–762. https://doi.org/10.1037/a0027627 | DOI 10.1037/a0027627
[63] Tabachnick, B. G., & Fidell, L. S. (2014). Pearson new international edition. Using multivariate statistics (6th ed.). Pearson Education Limited.
[64] Tenenbaum, H. R., & Ruck, M. D. (2007). Are teachers' expectations different for racial minority than for European American students? A meta-analysis. Journal of Educational Psychology, 99(2), 253–273. https://doi.org/10.1037/0022-0663.99.2.253 | DOI 10.1037/0022-0663.99.2.253
[65] Timmermans, A. C., de Boer, H., & van der Werf, M. P. C. (2016). An investigation of the relationship between teachers' expectations and teachers' perceptions of student attributes. Social Psychology of Education, 19(2), 217–240. https://doi.org/10.1007/s11218-015-9326-6 | DOI 10.1007/s11218-015-9326-6
[66] Timmermans, A. C., Kuyper, H., & van der Werf, G. (2015). Accurate, inaccurate, or biased teacher expectations: Do Dutch teachers differ in their expectations at the end of primary education? British Journal of Educational Psychology, 85(4), 459–478. https://doi.org/10.1111/bjep.12087 | DOI 10.1111/bjep.12087
[67] Timmermans, C., Hermans, P., & Hoornaert, J. (2002). Allochtone jongeren in het onderwijs. Een multidisciplinair perspectief [Immigrant youth in education: A multidisciplinary perspective]. Garant.
[68] Tobisch, A., & Dresel, M. (2017). Negatively or positively biased? Dependencies of teachers' judgments and expectations based on students' ethnic and social backgrounds. Social Psychology of Education, 20(4), 731–752. https://doi.org/10.1007/s11218-017-9392-z | DOI 10.1007/s11218-017-9392-z
[69] Topping, K. J. (2003). Self and peer assessment in school and university: reliability, validity and utility. In M. Segers, F. Dochy, & E. Cascallar (Eds.), Optimising new modes of assessment: in search of qualities and standards (Vol. 1, pp. 55–87). Springer.
[70] Van de Werfhorst, H. G., & Mijs, J. J. (2010). Achievement inequality and the institutional structure of educational systems: A comparative perspective. Annual review of sociology, 36, 407–428. doi:10.1146/annurev.soc.012809.102538 | DOI 10.1146/annurev.soc.012809.102538
[71] Van Houtte, M., & Demanet, J. (2016). Teachers' beliefs about students, and the intention of students to drop out of secondary education in Flanders. Teaching and Teacher Education, 54, 117–127. https://doi.org/10.1016/j.tate.2015.12.003 | DOI 10.1016/j.tate.2015.12.003
[72] Van Maele, D., & Van Houtte, M. (2011). Collegial trust and the organizational context of the teacher workplace: The role of a homogeneous teachability culture. American Journal of Education, 117(4), 437–464. https://doi.org/10.1086/660754 | DOI 10.1086/660754
[73] Vanlommel, K. (2018). Opening the black box of teacher judgement : The interplay of rational and intuitive processes. University of Antwerp, Faculty of Social Sciences, Department of Training and Education Sciences.
[74] Vanlommel, K., Van Gasse, R., Vanhoof, J., & Van Petegem, P. (2017). Teachers' decisionmaking: Data based or intuition driven? International Journal of Educational Research, 83, 75–83. https://doi.org/10.1016/j.ijer.2017.02.013 | DOI 10.1016/j.ijer.2017.02.013
[75] Vervaet, R., D'Hondt, F., Van Houtte, M., & Stevens, P. A. J. (2016). The ethnic prejudice of Flemish teachers: The role of ethnic school composition and of teachability. Cultural Diversity & Ethnic Minority Psychology, 22(4), 552–562. https://doi.org/10.1037/cdp0000085 | DOI 10.1037/cdp0000085
Copyright © 2020 Studia paedagogica