Reference : Beyond judgment bias: How students' ethnicity and academic profile consistency influe...

	Document type :	Scientific journals : Article
	Discipline(s) :	Social & behavioral sciences, psychology : Education & instruction
	To cite this reference:	http://hdl.handle.net/10993/6560

Title :	Beyond judgment bias: How students' ethnicity and academic profile consistency influence teachers' tracking judgments
Language :	English
Author, co-author :	Glock, Sabine [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Languages, Culture, Media and Identities (LCMI) >]
	Krolak-Schwerdt, Sabine [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Languages, Culture, Media and Identities (LCMI) >]
	Klapproth, Florian [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Languages, Culture, Media and Identities (LCMI) >]
	Böhmer, Matthias [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Languages, Culture, Media and Identities (LCMI) >]
Publication date :	2013
Journal title :	Social Psychology of Education
Publisher :	Springer Science & Business Media B.V.
Volume :	16
Pages :	555-573
Peer reviewed :	Yes (verified by ORBilu)
Audience :	International
ISSN :	1381-2890
Keywords :	[en] Teacher judgements ; Immigrant background ; Dual process models ; Inconsistent academic profiles
Abstract :	[en] Research on school tracking has provided evidence that students with immigrant backgrounds are overrepresented in the lower school tracks. As teachers are the main decision makers when it comes to tracking, we investigated whether teachers’ tracking judgments are biased by the immigrant backgrounds of the students and how teachers’ tracking judgments are affected by inconsistencies in students’ academic profiles. Drawing on dual process models of judgment formation, we conducted two experimental studies to investigate teachers’ judgments. The results of both studies showed less favorable teacher judgments of students with immigrant backgrounds than of students without immigrant backgrounds. Students with inconsistent academic profiles were also judged less favorably than students with consistent profiles. Think aloud data indicated careful processing of all information both for students with immigrant backgrounds and students with inconsistent profiles. Results are discussed with regard to their underlyingmechanisms as well as with regard to their implications for teacher training.
Permalink :	http://hdl.handle.net/10993/6560
DOI :	10.1007/s11218-013-9227-5

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