A systematic review on teachers´ stereotypical beliefs and expectations: Effects of the intersectionality of students’ gender and ethnicity

in Watson, Penelope; Rubie-Davies, Christine; Ertl (Eds.) The Routledge international handbook of gender beliefs, stereotype threat, and teacher expectations (in press)

Educational inequalities for different groups of students have been consistently reported, whereby (dis)advantages have been associated with students´ gender and ethnicity. Such inequalities may be partly ... [more ▼]

Educational inequalities for different groups of students have been consistently reported, whereby (dis)advantages have been associated with students´ gender and ethnicity. Such inequalities may be partly due to teachers´ stereotypical beliefs and expectations, as they affect their judgments and behavior. This chapter presents a systematic review of research on the combined effects of student characteristics on teacher expectations, with a specific focus on the intersectionality of student gender and ethnicity. Following the systematic search of the database 1363 records were identified but after the removal of duplicates and different screening phases, only eight articles describing 11 studies, were retained. Results of these studies show that teacher expectations vary as a function of experience (preservice vs. inservice teachers) and outcome (e.g. school subject). Results provide support for an interplay of gender and ethnicity, rather than a cumulative or dominance effect, on teacher expectation of student academic proficiency and behavior. That is, certain combinations of gender and ethnicity create (dis)advantages for subgroups of students. These results are discussed in terms of theory and future research as well as their implications. [less ▲]

The intersectionality of school and student factors in predicting academic achievement

Scientific Conference (2023, August 22)

For several decades, sociological research has studied determinants of educational inequalities, whereby most researches have focused on individual students’ characteristics (e.g., Boudon, 1974; Bourdieu ... [more ▼]

For several decades, sociological research has studied determinants of educational inequalities, whereby most researches have focused on individual students’ characteristics (e.g., Boudon, 1974; Bourdieu, 1984), though others also considered system variables such as school composition and segregation (e.g., Jencks, 1974). However, few studies have addressed the possible interaction of system and student characteristics in relation to student academic outcomes (Gross et al., 2016). Educational inequalities in Luxembourg – with a highly stratified, multilingual education system, further characterised by a large proportion of students with a 1st or 2nd generation migrant status - are related to student characteristics (i.e., socio-economic status and migration status) (e.g., Lenz & Heinz, 2018) as well as schools’ social composition (Martins & Veiga, 2010). The present study aimed to investigate especial the intersectional impact of students´ academic and socio-demographic characteristics, school composition and school tracks on students’ academic performance in Luxembourg. It draws on longitudinal data collected as part of the Luxembourg school monitoring programme “Épreuves Standardisées” (ÉpStan; Fischbach et al., 2014) and included all students enrolled in public education Grade 3 (November 2013) matched with data from the same students in Grade 9 (November 2017-2021) including those repeating once or twice (N≈3600). Results of multilevel mixed effects regression analyses show that both Math and language achievement in Grade 9 is affected by student characteristics (gender, SES, migration background and prior achievement), as well as by the school track and school composition (i.e., percentage of Low SES families in 3rd Grade). In addition, some cross-level interaction effects were found. For example, results show that after controlling for prior performance and other individual characteristics, the gender gap in math achievement is more pronounced in the higher than in the middle school track. These results indicate that not only student and system variables, but also their intersectionality affect student achievement outcomes. More specifically, accounting for socio-demographic student characteristics and prior achievement, our results demonstrate a long-term effect of school composition on students´ educational pathways. Student and system characteristics have a direct effect on academic achievement as well as an indirect effect via school tracking. Furthermore, student and system variables interact such that achievement differences between certain groups of students (e.g., boys) may be exacerbated by system characteristics (i.e., school composition). Results will be discussed in relation to theory as well as their possible implications for tailored policy making. References Boudon, R. (1974). Education, opportunity and social inequality: changing prospects in Western society. Wiley. Bourdieu, P. (1984). Distinction: A social critique of the Judgement of taste (translated by R. Nice). Harvard University Press. Fischbach, A., Ugen, S., & Martin, R. (2014). ÉpStan Technical Report. University of Luxembourg ECCS research unit/LUCET. www.epstan.lu Gross, C., Gottburgsen, A., & Phoenix, A. (2016). Education systems and intersectionality. In A. Hadjar & C. Gross (Eds.), Education systems and inequalities (pp. 51–72). Policy Press. Jencks, C. (1974). Inequality: A re-assessment of the effect of family and schooling in America. Lane. Lenz, T., & Heinz, A. (2018). Das Luxemburgische Schulsystem: Einblicke und Trends. In T. Lentz, I. Baumann, & A. Küpper. (Eds.), Nationaler Bildungsbericht Luxemburg 2018 (pp. 22–34). Université du Luxembourg (LUCET) & SCRIPT. Martins, L., & Veiga, P. (2010). Do inequalities in parents’ education play an important role in PISA students’ mathematics achievement test score disparities? Economics of Education Review, 29(6), 1016–1033. https://doi.org/10.1016/j.econedurev.2010.05.001 [less ▲]

Combined Effects of Students´ Gender and Ethnicity on Teachers´ Stereotype-Based Expectations: A Systematic Review

Scientific Conference (2023, June 29)

Whilst student populations become increasingly heterogeneous, (inter)national large-scale studies report educational inequalities based on shared characteristics of different groups of students. Although ... [more ▼]

Whilst student populations become increasingly heterogeneous, (inter)national large-scale studies report educational inequalities based on shared characteristics of different groups of students. Although differences in educational pathways may be related to interindividual differences in ability and achievement, these inequalities may also be affected by teachers´ beliefs and expectations. Research has demonstrated that teachers´ beliefs and expectations vary as a function of specific student characteristics, whereby teachers have lower expectations for the academic achievement of ethnic minority students (for a review, see Wang et al., 2018). In addition, teachers may have different expectations for boys and girls, especially in regard to domain specific achievement (i.e., mathematical and language proficiency; e.g., de Boer et al., 2010; Holder & Kessels, 2017) and classroom behavior (Arbuckle & Little, 2004; Glock, 2016). Although students present themselves with more characteristics that can activate stereotypical beliefs, most research has focused on a single characteristic and little is known about the effect of the intersection of characteristics. To this extent, one could argue for a cumulative effect of ethnicity and gender, whereby stereotype-based expectations concerning ethnic minority students are amplified by the students´ gender (Ghavami & Peplau, 2012), an interaction effect, whereby different characteristics interact (Purdie-Vaughns & Eibach, 2008) or an inhibition effect, whereby one salient characteristic dominates over the other (Pratto et al., 2006). To investigate these differential effects, we conducted a systematic review on the combined effect of student gender and ethnicity on teacher expectations. Results provide support for an interplay of gender and ethnicity, rather than a cumulative or dominance effect, on teacher expectation of student academic proficiency and behavior. That is, certain combinations of gender and ethnicity create (dis)advantages for subgroups of students. These results will be discussed in terms of theory and future research as well as their implications. [less ▲]

Subjektives Wohlbefinden und akademische Leistung in der Grundschule: Längsschnittliche Befunde von der 3. bis zum 5. Klasse.

Scientific Conference (2023, February 28)

School tracking in Luxembourg: the longitudinal impact of student characteristics and school composition

Scientific Conference (2022, December 05)

Research question: The current study aimed to investigate the influence of student and school level factors on school tracking in secondary education. We were especially interested in the association ... [more ▼]

Research question: The current study aimed to investigate the influence of student and school level factors on school tracking in secondary education. We were especially interested in the association between student characteristics and school composition in Grade 3 and school track in Grade 9. Data source: Data were collected as part of the Luxembourg school monitoring programme “Épreuves Standardisées” (ÉpStan; Fischbach et al., 2014). The study cohort include all students enrolled in the Luxembourg public education system in Grade 3 in November 2013 combined with data from the same students in Grade 9 in November 2017-2019 for students following advanced or regular educational pathways, completed with data from November 2020 and 2021 for students that repeated once or twice (N≈3600). Theoretical approach: The study draws upon theoretical frameworks and empirical findings (e.g., Boudon, 1974; Bourdieu, 1984), that have demonstrated students´ socio-demographic characteristics are associated with (dis)advantages for specific groups of students in education systems as well as more recent work focusing on school composition (e.g., Baumert et al., 2006), especially as tracked school systems are known to be prone to social segregation (e.g., Hadjar & Gross, 2016). To date, most research on school segregation in tracked education systems such as Luxembourg has focused on individual student´s characteristics. However, with increasing heterogeneity of student cohorts and known differences in educational opportunities related to the social and ethnic composition of the school’s student body (e.g., Thrupp et al., 2002), the current research extents the existing literature by considering both individual (including prior academic achievement and socio-demographic characteristics) and school level factors (mean academic level and percentage of students from lower socio-economic and migration background) in predicting school track placement. Main findings: Results of a multilevel random effect logistic regression analysis in which we estimated marginal effects on the probability to be placed in the highest, middle or lowest track in Luxembourg show that even after controlling for student´s academic achievement, track placement is affected by the gender and socio-economic background of the student, whereby boys and students from low SES families have less chance to be placed in the highest track. The association with socio-economic background is not only visible on the student level but also on school level, whereby students attending primary schools with a higher percentage of low SES families have less chance to be orientated to the higher track compared to the middle track, regardless of the student´ individual academic performance. [less ▲]

School Segregation in Primary and Secondary Education in Luxembourg: Track Placement and Academic Achievement

Scientific Conference (2022, November 09)

Known as a highly stratified education system with early tracking (similar to Dutch, German, Austrian, and German-speaking Swiss systems), Luxembourg features additional properties that add to its ... [more ▼]

Known as a highly stratified education system with early tracking (similar to Dutch, German, Austrian, and German-speaking Swiss systems), Luxembourg features additional properties that add to its complexity in the educational realm (Backes & Hadjar, 2017). It is a simultaneously multilingual system that also has the largest share of students born outside of Luxembourg or parents born abroad. While most migrants come from within Europe, they frequently come from either a particularly high or low socio-economic background. It has been scientifically established that the educational inequalities in Luxembourg are driven mostly by social origin and immigration/language background. Gender is another critical dimension of disadvantage; for example, boys are less motivated to obtain higher education than girls (Hadjar, Scharf, & Hascher, 2021). In addition, gender often intersects with other factors such as immigrant background in shaping disadvantages. However, evidence shows that – beyond individual background characteristics – schools’ social composition also perpetuates inequalities in student achievement (Martins & Veiga, 2010). Therefore, we focus on the role of school-level segregation on student’s academic outcomes over time using data of a longitudinal cohort from the School Monitoring Programme (Éprueve Standardisée (ÉpStan)) with 5097 students in Grade 3 observed in 2013 and later in Grade 9 observed in 2019 (regular pathways) and 2020 and 2021 (irregular pathways, i.e., class repetitions). School segregation is an aggregate measure of the proportion of students who belong to low socio-economic background and the proportion of students born abroad and/or do not speak instruction language at home. Our contribution aims to provide insights into the following questions: 1. Does school-level segregation in primary education (G3) predict student’s track placement in secondary education? 2. Does school-level segregation in primary education (G3) predict student’s math and German achievement in secondary education (G9)? 3. How strongly are achievement outcomes in G9 correlated with within- and between-track segregation in G9? The findings will serve as a complementary base for tailored policy making with respect to the long-term impact of school composition for teaching and learning, especially within a tracked school system. References Becker, S., & Hadjar, A. (2017). Educational trajectories through secondary education in Luxembourg: How does permeability affect educational inequalities? Schweizerische Zeitschrift Für Bildungswissenschaften, 39(3), 437–460. https://doi.org/10.25656/01:16659 Hadjar, A., Scharf, J., & Hascher, T. (2021). Who aspires to higher education? Axes of inequality, values of education and higher education aspirations in secondary schools in Luxembourg and the Swiss Canton of Bern. European Journal of Education, 56(1), 9–26. https://doi.org/10.1111/ejed.12435 Martins, L., & Veiga, P. (2010). Do inequalities in parents’ education play an important role in PISA students’ mathematics achievement test score disparities? Economics of Education Review, 29(6), 1016–1033. https://doi.org/10.1016/j.econedurev.2010.05.001 [less ▲]

Können wir den Einfluss stereotyper Erwartungen auf die Übergangsentscheidungen durch Training reduzieren? Theoretisches Wissen, Feedback und formale Entscheidungsregeln

in Glock, Sabine (Ed.) Stereotype in der Schule II: Ursachen und Möglichkeiten der Intervention (2022)

In diesem Kapitel präsentieren wir zwei experimentelle Studien, die darauf abzielen, über Trainings den Einfluss sozialer Hintergrundmerkmale auf die Übergangsempfehlung zu reduzieren. Ein Training ... [more ▼]

In diesem Kapitel präsentieren wir zwei experimentelle Studien, die darauf abzielen, über Trainings den Einfluss sozialer Hintergrundmerkmale auf die Übergangsempfehlung zu reduzieren. Ein Training konzentrierte sich auf die Vermittlung von theoretischem Wissen über Urteilsbildung, ein anderes Training auf die Einübung von statistischen Regeln bzgl. die gewichtete Integration von Schüler*inneninformationen. Die Ergebnisse zeigen, dass die Übergangsentscheidungen der luxemburgischen Lehrkräfte vor den Trainings für Schüler*innen mit Migrationshintergrund weniger genau waren, während diese Tendenz nach dem Training verschwand. Die Urteilsgenauigkeit wurde erhöht, insbesondere bei Entscheidungen für Schüler*innen mit Migrationshintergrund. Die Ergebnisse waren unabhängig von der Art des Trainings. Wir diskutieren weiterhin, dass die für Luxembourg entwickelten Trainings erfolgreich für andere Settings (d. h. für Deutschland und den Niederlanden) angepasst werden können und wurden. In allen drei Settings deuten die Erfahrungen mit den Trainings darauf hin, dass ein zunehmendes Bewusstsein für die Auswirkungen stereotyper Überzeugungen auf Urteile, entweder durch theoretisches Wissen oder durch die systematische Anwendung formaler Entscheidungsregeln, die Entscheidungsprozesse und Urteilsgenauigkeit verbessern kann, was letztendlich zu einer Verringerung von Bildungsungleichheiten führen kann. [less ▲]

Stereotypbasierte Erwartungen und Lehrer*innenverhalten: Auswirkungen eines diagnostischen Etiketts auf die Klassenführung und die Beziehung zwischen Lehrperson und Schüler*innen.

Scientific Conference (2022, March 09)

Theoretischer Hintergrund Neben der allgemeinen und domänenspezifischen Kompetenz von Lehrkräften bestimmen die Klassenführung und die Beziehung zwischen Lehrpersonen und Schüler*innen den Lernerfolg der ... [more ▼]

Theoretischer Hintergrund Neben der allgemeinen und domänenspezifischen Kompetenz von Lehrkräften bestimmen die Klassenführung und die Beziehung zwischen Lehrpersonen und Schüler*innen den Lernerfolg der Schüler*innen (Korpershoek et al., 2016). Die Klassenführung umfasst Strategien, die durchgeführt werden, um Ordnung zu schaffen (Doyle, 2006) und die aktive Arbeitszeit zu maximieren (Ophardt & Thiel, 2013), wobei eine Kombination von präventiven und intervenierenden Strategien zu einer effektiven Klassenführung beitragen (Little & Akin-Little, 2008). Das Modell des zwischenmenschlichen Lehrer*innenverhaltens (Wubbels et al., 2006) klassifiziert das Verhalten von Lehrkräften in die zwei Dimensionen Einfluss und Nähe, wobei eine Kombination aus autoritärem und tolerantem Verhalten als optimal angesehen wird (Wubbels & Brekelmans, 2005). Eine effektive Klassenführung und das Verständnis der Lehrkräfte für Faktoren im Zusammenhang mit dem Externalisierungs- und Internalisierungsverhalten von Schüler*innen können im Hinblick auf die Umsetzung inklusiver Bildung besonders relevant sein. Die von Lehrer*innen gewählten Strategien können jedoch durch ihre Überzeugungen und Erwartungen an bestimmte Gruppen von Schüler*innen beeinflusst werden (Bibou-Nakou et al., 2000), die mit Stereotypen in Verbindung stehen. Diese Stereotype können durch Etikettierungen aktiviert werden, beispielsweise durch eine Diagnose von sonderpädagogischem Förderbedarf (Hornstra et al., 2010). Solche Diagnosen können die Erwartungen beeinflussen und zu erhöhter Akzeptanz und Toleranz führen, und Lehrer*innen wenden oft unterschiedliche Standards und Strategien an, um auf diese Schüler*innen zu reagieren und sie zu unterstützen (Andreou & Rapti, 2010; Georgiou et al., 2002). Fragestellung Die Studie zielte darauf ab, die Klassenführung und das zwischenmenschliche Lehrer*innenverhalten als Funktion des Schülerverhaltens und einer klinischen Diagnose zu untersuchen. Wir erwarteten erstens, dass die Lehramtsstudierende bei der Konfrontation mit externalisierendem Verhalten im Vergleich zu internalisierendem Verhalten eine strengere Klassenführung und negativeres zwischenmenschliches Verhalten zeigen und zweitens, dass die Lehramtsstudierenden ihre Strategien in Abhängigkeit von einer Diagnose des sonderpädagogischen Förderbedarfs anpassen. Methode An der Studie haben 254 Lehramtsstudierende (143 weiblich) teilgenommen. Die Teilnehmer*innen wurden gebeten, anhand von Schülervignetten eine Bewertung bezüglich einer passenden Klassenführung (Neuenschwander et al., 2003) und eines angemessenen zwischenmenschlichen Lehrer*innenverhaltens abzugeben (Fisher et al., 1995; Wubbels et al., 2006). Die Schülervignetten beschrieben zwei unterschiedliche Schüler mit externalisierende oder internalisierende Verhaltensauffälligkeiten (s.a. Glock, 2016; Glock & Kleen, 2017). Um den Einfluss der Diagnose auf die Antworten der Teilnehmer*innen zu untersuchen, variierten wir systematisch das Vorliegen einer klinischen Diagnose. Daher folgte die Studie einem 2 (Diagnose: ja/nein) x 2 (Verhalten: internalisierend/externalisierend) Zwischensubjekt Design. Ergebnisse und ihre Bedeutung Die Daten zur Klassenführung wurden mit einer 2x2 MANOVA ausgewertet. Die Ergebnisse zeigten signifikanten Haupteffekte für Schülerverhalten und Diagnose, das heißt die angegebenen Klassenführungsstrategien variierten in Abhängigkeit des Schülerverhaltens (externalisierend vs. internalisierend) und Diagnose (ja/nein). Auch der Interaktionseffekt Verhalten x Diagnose war signifikant. Die Ergebnisse zusätzlicher ANOVAs zeigten, dass Lehramtsstudierende als Antwort auf Schüler mit externalisierenden Verhalten strengere Kontrolle (Regeln setzen) und mehr Flexibilität anwenden als auf internalisierendes Verhalten, vor allem wenn die Schüler mit internalisierenden Verhalten eine Diagnose sonderpädagogischen Förderbedarfs haben. Die Angaben zu dem zwischenmenschlichen Verhalten wurden mit einer 2x2 MANOVA analysiert. Auch hier waren die beiden Haupteffekte (Schülerverhalten und Diagnose) und der Interaktionseffekt (Verhalten x Diagnose) signifikant. Zusätzliche ANOVAs zeigten, dass Lehramtsstudierende im Allgemeinen autoritative zwischenmenschliche Verhaltensmuster bevorzugen, die durch Kooperation und eine gewisse Dominanz charakterisiert werden. Insgesamt zeigen die Befunde, dass Lehramtsstudiere ihre Klassenführung und zwischenmenschliches Verhalten an das Schülerverhalten und an eine klinische Diagnose anpassen. Die Lehramtsstudierenden passten ihre Strategien an, wenn Schüler eine klinische Diagnose erhielten, und wurden toleranter und unterstützender für Schüler mit internalisierendem Verhalten, während sie vor allem strengere Kontrolle und Strategien zur Begrenzung störenden (externalisierenden) Schülerverhalten anwendeten, unabhängig von einer Diagnose. Diese Befunde können teilweise auf bestehende Überzeugungen und Erwartungen hinweisen, insbesondere da die Lehramtsstudierende weniger bereit sind, externalisierendes Verhalten zu tolerieren. [less ▲]

Academic Achievement and Subjective Well-being: A Representative Cross-sectional Study

in Heinen, Andreas; Samuel, Robin; Vögele, Claus (Eds.) et al Wohlbefinden und Gesundheit im Jugendalter (2022)

Formal education is a very important, time-intensive, and highly consequential aspect of adolescents’ everyday life. School as well as education can influence adolescents’ well-being in both the short ... [more ▼]

Formal education is a very important, time-intensive, and highly consequential aspect of adolescents’ everyday life. School as well as education can influence adolescents’ well-being in both the short- and long-term. In return, adolescents’ well-being in- and outside school may affect their educational achievement. The objective of the present study is to investigate how self-reported dimensions of adolescents’ subjective well-being (SWB) in an educational context (i.e., academic self-concept, school anxiety, social and emotional inclusion) relate to educational pathways (regular vs. irregular school transitions; attendance of more vs. less prestigious secondary school tracks) and standardized assessment scores in key academic areas (i.e., mathematics and languages). Drawing on representative data emerging from the Luxembourg School Monitoring Programme “Épreuves Standardisées” (academic year 2018/2019), the relationship between academic achievement and students’ self-reported well-being was analysed cross-sectionally for the entire student cohorts of 5th and 9th graders. Result indicated that grades and educational pathways affect SWB, whereby in general lower ratings of SWB were observed in older students, students that experienced grade retention and students in lower secondary school tracks. Furthermore, ratings of SWB explained a significant proportion of variance in academic achievement in bot Grade 5 and Grade 9. These findings highlight the importance of student´ SWB in education. SWB may not only affect academic achievement, but also impact motivation and engagement and hence long-term educational success. Implications of the findings for research and educational debate are discussed. [less ▲]

Befunde aus dem nationalen Bildungsmonitoring ÉpStan vor dem Hintergrund der COVID-19- Pandemie

in LUCET; SCRIPT (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021)