The Effects of Student Characteristics on Teachers' Judgment Accuracy: Disentangling Ethnicity, Minority Status, and Achievement

Autor/inn/en	Kaiser, Johanna; Südkamp, Anna; Möller, Jens
Titel	The Effects of Student Characteristics on Teachers' Judgment Accuracy: Disentangling Ethnicity, Minority Status, and Achievement
Quelle	In: Journal of Educational Psychology, 109 (2017) 6, S.871-888 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000156
Schlagwörter	Minority Group Students; Ethnic Groups; Gender Differences; Academic Achievement; Teacher Attitudes; Computer Simulation; Asians; Teacher Expectations of Students; Hypothesis Testing; Immigrants; Racial Composition; Simulated Environment; Elementary School Teachers; Foreign Countries; Photography; Statistical Analysis; Germany + Suchen Sie Ihr Suchwort? Ethnie; Geschlechterkonflikt; Schulleistung; Lehrerverhalten; Computergrafik; Computersimulation; Asian; Asiat; Asiatin; Asiaten; Asiate; Hypothesenprüfung; Hypothesentest; Immigrant; Immigrantin; Immigranten; Künstliche Umwelt; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Fotografie; Statistische Analyse; Deutschland
Abstract	Teachers' judgments of students' academic achievement are not only affected by the achievement themselves but also by several other characteristics such as ethnicity, gender, and minority status. In real-life classrooms, achievement and further characteristics are often confounded. We disentangled achievement, ethnicity and minority status and examined whether the achievement of ethnic minority students is judged according to the predominant expectation (expectation hypothesis) and whether teachers' judgment accuracy is influenced by students' ethnicity or their minority status (ethnicity hypothesis or minority hypothesis). We conducted 4 experimental studies with a computer simulation (the Simulated Classroom). In Studies 1 and 2 with N = 34 and N = 30 participants, we implemented Turkish (Study 1) and Asian students (Study 2) as minorities. In contrast to the expectation hypothesis, the expectations attributed to the achievement of ethnic minority students did not bias teachers' judgments. In both studies we found greater judgment accuracy for ethnic minority students, thereby probing the ethnicity hypothesis. In Study 3 with N = 48 participants, we further disentangled ethnicity and minority using German students as minority students, thus probing the minority hypothesis. Again, minority students were judged more accurately. Implementing gender (male vs. female) as the minority characteristic in Study 4, with N = 52 participants, yielded the same result: Minority students were judged more accurately, therefore supporting the minority hypothesis. Thus, classroom characteristics need to be considered in research on teachers' judgment accuracy to clarify the influence of individual student characteristics and composition effects beyond individual effects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01