scholarly journals Non-communicated judgments of, versus feedback, on students’ essays: Is feedback inflation larger for students with a migration background?

2021 ◽  
Author(s):  
Anna K. Nishen ◽  
Ursula Kessels
Keyword(s):  
Ethnic Minority ◽  
Minority Students ◽  
Positive Feedback ◽  
Migration Background ◽  
Negative Consequences ◽  
Negative Stereotypes ◽  
Interpersonal Dynamics ◽  
Ethnic Minority Students ◽  
Teacher Students ◽  
Giving Feedback

AbstractWhen providing feedback, teachers are concerned not only with the simple transmission of information, but also with motivational and interpersonal dynamics. To mitigate these concerns, teachers may inflate feedback by reducing negative or increasing positive content. The resulting difference between initial judgments and feedback may be even more drastic for ethnic minority students: In non-communicated judgments, negative stereotypes may result in more negative judgments, whereas in feedback, concerns about being or appearing prejudiced may inflate feedback towards ethnic minority students. These hypotheses were tested in a sample of 132 German teacher students in a 2 (between subjects: feedback vs. non-communicated judgment) × 2 (within subjects: target student's migration background: Turkish vs. none) design in which participants read supposed student essays and provided their written impressions to the research team or the supposed student. Findings revealed that teacher students’ feedback was more positive than their non-communicated judgments on a multitude of dimensions. Contrary to expectations, these effects were not stronger when the student had a Turkish migration background. Instead, teacher students rated the essay of the student with a Turkish migration background more favorably both in the judgment and feedback conditions. Our results suggest that teachers adapt their initial judgments when giving feedback to account for interpersonal or motivational dynamics. Moreover, ethnic minority students may be especially likely to receive overly positive feedback. While the motivational/interpersonal dynamics may warrant some inflation in feedback, negative consequences of overly positive feedback, for which ethnic minority students may be especially vulnerable, are discussed.

scholarly journals Subtle discrimination: do stereotypes among teachers trigger bias in their expectations and widen ethnic achievement gaps?

2021 ◽  
Author(s):  
Georg Lorenz
Keyword(s):  
Ethnic Minority ◽  
Minority Students ◽  
Primary Schools ◽  
First Grade ◽  
Achievement Gaps ◽  
Negative Stereotypes ◽  
Ethnic Minority Students ◽  
Subtle Discrimination ◽  
Achievement Expectations ◽  
Core Issue

AbstractEthnic and racial disparities in educational outcomes, such as test scores, are a core issue of educational research. While the role of student and family factors in the formation of such disparities is well established, existing studies fail to draw a similarly clear picture of how teachers contribute to ethnic and racial achievement gaps. In contrast to previous studies, which focussed on the consequences of rather blatant forms of discrimination, such as in teachers’ grading practices, this study investigates rather subtle processes that might result in discrimination of ethnic and racial minority students. In particular, I address stereotypes among teachers and analyse if they induce bias in their achievement expectations for ethnic minority school beginners. Additionally, I analyse if such bias results in a self-fulfilling prophecy and contributes to ethnic achievement gaps at the end of first grade. Multilevel regressions applied to a sample of 1007 children and 64 teachers in German primary schools reveal that different teachers internalize distinct stereotypes regarding ethnic achievement gaps and the achievement-related attributes of ethnic minority students. I also find that teachers with more negative stereotypes expect lower mathematics and reading achievements for ethnic minority students at the beginning of first grade. However, although I replicate the finding that inaccurate teacher expectations result in a self-fulfilling prophecy, I find no statistically significant effects of teacher stereotypes on ethnic differences in the development of students’ reading and mathematical skills throughout first grade.

Italy's School System: An Approach to Integrating Ethnic Minority Students

2007 ◽  
Author(s):  
Giuseppe Costantino ◽  
Francesca Fantini ◽  
Erminia Costantino ◽  
Carolina Meucci
Keyword(s):  
Ethnic Minority ◽  
Minority Students ◽  
School System ◽  
Ethnic Minority Students

Inventory of College Challenges for Ethnic Minority Students

2004 ◽  
Author(s):  
Yu-Wen Ying ◽  
Peter Allen Lee ◽  
Jeanne L. Tsai
Keyword(s):  
Ethnic Minority ◽  
Minority Students ◽  
Ethnic Minority Students

Allochtonen en keuze voor technische opleidingen: een onbenut potentieel

2010 ◽  
Vol 26 (1) ◽  
Author(s):  
Arie Gelderblom ◽  
Jaap de Koning ◽  
Lyda den Hartog
Keyword(s):  
Vocational Education ◽  
Ethnic Minority ◽  
Minority Students ◽  
Ethnic Minorities ◽  
Manufacturing Industry ◽  
Statistical Data ◽  
Choice Behaviour ◽  
Technical Direction ◽  
Ethnic Minority Students ◽  
Specific Position

Ethnic minorities and the choice for technical directions in education: an unutilised potential Ethnic minorities and the choice for technical directions in education: an unutilised potential There are a lot of studies which focus on the choice of technical directions within vocational education. But in these studies, little attention is given to the specific position of ethnic minorities. To what extent is their choice behaviour different? Statistical data show that ethnic minorities are underrepresented in technical directions in vocational education. A specific survey on backgrounds for this phenomenon shows that there is a relatively large group of ethnic minority students who do not choose for a technical direction, in spite of the fact that they have a talent in this direction and are interested in technology. This result holds in a multivariate analysis in which also several other factors are taken into account. We also investigate to what extent those with a technical direction in vocational education want to work in a technical profession and/or the manufacturing industry afterwards. Finally, a number of recommendations are given how to reach higher shares of ethnic minority students choosing technical directions.

Achieving Ethnic Parity in Counseling Psychology

1996 ◽  
Vol 24 (2) ◽  
pp. 230-258 ◽  
Author(s):  
Donald R. Atkinson ◽  
Michael T. Brown ◽  
J. Manuel Casas ◽  
Nolan W. S. Zane
Keyword(s):  
Ethnic Minority ◽  
Minority Students ◽  
Counseling Psychology ◽  
Psychology Programs ◽  
Ethnic Minority Students ◽  
The Future ◽  
Counseling Psychologists

With the increasing diversification of the population comes an increased need for ethnic minority psychologists. Most counseling psychology programs will have to dramatically increase the numbers of ethnic minority students they enroll and faculty they hire to achieve parity and meet the need for more ethnic minority counseling psychologists in the future. This article describes the preconditions and strategies needed to recruit, to select, and to support ethnic minority students and faculty in counseling psychology programs.

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