Anita Tobisch|Markus Dresel
Negatively or positively biased? Dependencies of teachers’ judgments and expectations based on students’ ethnic and social backgrounds
University of Augsburg|University of Augsburg
based theories social information processing judgment formation investigated whether teachers achievement expectations achievement aspirations judgments achievementrelevant characteristics depend students ethnic andor social backgrounds furthermore addressed whether judgments minority students negatively biased judgments majority students positively biased answer questions conducted onlinestudy 237 primary school teachers germany employed case vignettes experimentally varied students ethnic social backgrounds means assigning specific first names teachers asked rate specific achievement expectations achievement aspirations grades main subjects student well provide judgments achievementrelevant characteristics general abilities willingness put effort qualification higher secondary school results multi univariate analyses variance subsequent contrast analyses revealed significant differences teachers judgments considered characteristics dependent students ethnic social backgrounds results suggested teachers achievement expectations achievement aspirations quite accurate students immigrant background teachers overestimate students without immigration background high socioeconomic status findings discussed regard automated controlled information processes