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

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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.

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Notes

  1. After randomly splitting the data set, we computed the relative deviations of the academic achievement scores for each track. On the basis of this, we were able to identify which track best fits the students’ academic profiles. We then repeated the procedure for the second half of the data set using the descriptive statistics retrieved for the students in the first half. Chi-square analyses revealed that the criterion held for both halves of the data set, with a similar distribution of typical and atypical cases. We then selected cases for which the criterion matched the actual school placement decisions and created a large set of student profiles, providing information on academic achievement, school behavior and motivation, demographic characteristics, class repetition, and parents’ school preference. We first presented random subsets of student profiles to a group of primary school teachers and asked them to make school placement decisions for each profile and to indicate their confidence level in making a decision on the basis of this information. Teachers were more accurate and felt more confident about making school placement decisions for students with typical academic profiles than for students with atypical profiles. We then asked four experts (school inspectors) to make school placement decisions for 12 students, whereby the student profiles were presented on a computer screen, varying typicality and school track. We then compared their decisions with the criterion-based typology. Results showed the expert judgments matched the criterion-based classifications, especially for the highest and middle tracks.

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Acknowledgment

The research reported in this paper was funded by grant C10/LM/784116 from the Fonds National de la Recherche Luxembourg (FNR)

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Authors and Affiliations

  1. Bergische Universität Wuppertal, School of Education, Gaußstraße 20, 42119, Wuppertal, Germany

    Sabine Glock

  2. University of Luxembourg, Luxembourg, Luxembourg

    Sabine Krolak-Schwerdt & Ineke M. Pit-ten Cate

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  1. Sabine Glock
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  2. Sabine Krolak-Schwerdt
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  3. Ineke M. Pit-ten Cate
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Correspondence to Sabine Glock.

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Glock, S., Krolak-Schwerdt, S. & Pit-ten Cate, I.M. Are school placement recommendations accurate? The effect of students’ ethnicity on teachers’ judgments and recognition memory. Eur J Psychol Educ 30, 169–188 (2015). https://doi.org/10.1007/s10212-014-0237-2

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  • DOI: https://doi.org/10.1007/s10212-014-0237-2

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