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

Autor/inn/en	Glock, Sabine; Krolak-Schwerdt, Sabine; Pit-ten Cate, Ineke M.
Titel	Are school placement recommendations accurate? The effect of students' ethnicity on teachers' judgments and recognition memory. Gefälligkeitsübersetzung: Sind Schullaufbahnempfehlungen richtig? Der Effekt der Ethnizität der Schüler auf die Beurteilungen und das Wiedererkennen bei Lehrern.
Quelle	In: European journal of psychology of education, 30 (2015) 2, S. 169-188Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0256-2928; 1878-5174
DOI	10.1007/s10212-014-0237-2
Schlagwörter	Einstellung (Psychologie); Gedächtnis; Lehrer; Referendar; Schullaufbahnentscheidung; Mensch; Diskriminierung; Ethnische Identität; Nationalität; Beurteilung; Informationsspeicherung; Ethnische Gruppe
Abstract	Investigated whether inservice and preservice teachers' judgment accuracy depended on the ethnicity of the students. Moreover, in employing a recognition task, the kinds of information teachers' took into account about ethnic minority students when making school placement recommendations were examined. 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. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3