When Ethnic Minority Students Are Judged as More Suitable for the Highest School Track: A Shifting Standards Experiment

Autor/inn/en	Nishen, Anna K.; Corcoran, Katja; Holder, Katharina; Kessels, Ursula
Titel	When Ethnic Minority Students Are Judged as More Suitable for the Highest School Track: A Shifting Standards Experiment
Quelle	In: European Journal of Psychology of Education, 38 (2023) 1, S.367-387 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nishen, Anna K.) ORCID (Corcoran, Katja) ORCID (Holder, Katharina) ORCID (Kessels, Ursula)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-021-00595-5
Schlagwörter	Foreign Countries; Minority Group Students; Ethnic Groups; Track System (Education); Stereotypes; Preservice Teachers; Gender Differences; Immigrants; Standards; Ability; Germany; Turkey + Suchen Sie Ihr Suchwort? Ausland; Ethnie; Leistungsgruppe; Leistungsdifferenzierung; Klischee; Geschlechterkonflikt; Immigrant; Immigrantin; Immigranten; Standard; Fähigkeit; Fertigkeit; Deutschland; Türkei
Abstract	When students are grouped into school tracks, this has lasting consequences for their learning and later careers. In Germany to date, some groups of students (boys, ethnic minority students) are underrepresented in the highest track. Stereotypes about these groups exist that entail negative expectations about their suitability for the highest track. Based on the shifting standards model, the present research examines if and how stereotypes influence tracking recommendations. According to this theory, members of negatively stereotyped groups will be judged more leniently or more strictly depending on the framing of the judgment situation (by inducing minimum or confirmatory standards). N = 280 teacher students participated in a vignette study in which they had to choose the amount of positive evidence for suitability they wanted to see before deciding to recommend a fictitious student to the highest track. A 2 (judgment standard: minimum vs. confirmatory) × 2 (target student's gender: male vs. female) × 2 (target student's ethnicity: no migration background vs. Turkish migration background) between-subjects design was used. No effects of target gender occurred, but the expected interaction of target's ethnicity and judgment standard emerged. In the minimum standard condition, less evidence was required for the ethnic minority student to be recommended for the highest track compared to the majority student. In the confirmatory standards condition, however, participants tended to require less evidence for the ethnic majority student. Our experiment underlines the importance of the framing of the recommendation situation, resulting in a more lenient or stricter assessment of negatively stereotyped groups. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01