Weight Bias and Grading among Middle and High School Teachers

Autor/inn/en	Finn, Kristin E.; Seymour, Clancy M.; Phillips, Anna E.
Titel	Weight Bias and Grading among Middle and High School Teachers
Quelle	In: British Journal of Educational Psychology, 90 (2020) 3, S.635-647 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Finn, Kristin E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12322
Schlagwörter	Obesity; Social Bias; Grading; Middle School Teachers; High School Teachers; Teacher Attitudes; Student Evaluation; Writing Evaluation; Essays; Teacher Expectations of Students + Suchen Sie Ihr Suchwort? Adipositas; Notengebung; Schulnote; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule; Lehrerverhalten; Studentische Bewertung; Essay; Aufsatzunterricht
Abstract	Background: Weight bias is a pervasive problem for adolescents in school contexts. Despite evidence of negative attitudes towards students who are overweight, comparatively little research has examined whether teachers provide biased assessments of student work. Aims: The purpose of this study was to experimentally test whether middle and high school teachers unfairly assess students who are overweight and perceive them to be less competent. Sample: Participants included 133 teachers from first-ring suburban middle and high schools (M[subscript teaching experience] = 16 years; 38% male). Methods: Teachers evaluated the quality of a bogus student essay assignment accompanied by photographs that portrayed the student as either not overweight or overweight. Weight bias was assessed by having teachers grade the essay and provide perceptions of student sufficiency (perceived effort, need for tutoring, and overall success in school). Opinions about bias in grading for other teachers and self were also assessed. Results: Essays for students who were overweight were judged to be similar in structural quality, but were assigned lower grades compared to their healthy weight counterparts. Further, teachers estimated that students who were overweight put forth more effort, needed more remedial assistance, and had lower overall grades in school. Teachers' beliefs about grading bias showed low levels of supposed bias among other teachers and a significantly lesser degree for themselves. Conclusions: This study confirms prior research on anti-fat attitudes and provides new evidence of biased attitudes in school settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01