Bias in Primary School Teachers’ Expectations of Students? A Study of General and Specific Bias Towards SES, Ethnicity and Gender

Sneyers, Elien; Vanhoof, Jan; Mahieu, Paul

doi:10.5817/sp2020-2-4

Cited by 5 publications

(1 citation statement)

References 55 publications

(106 reference statements)

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“…The children's teachers answered this inventory, and only the first three subscales were applied for this study. However, the previous literature showed negative biases in the perception of teachers of students who belonged to a more disadvantaged SES in terms of lower expectations about their performance (Doyle et al 2023;Filp 1995;Sneyers and Mahieu 2020). Therefore, the CDI was applied in two moments: at the beginning and when the children were 18 months of age, and the growth delta was calculated for each child to control this bias (growth delta = 18-month score − initial score).…”

Section: Instrumentsmentioning

confidence: 99%

An Early Intervention in Gestural Communication in Chilean Children from Psychosocially At-Risk Backgrounds and Its Impact on Language Skills at 18 Months Old

Farkas

2024

Languages

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The emergence of symbolic gestures is a solid milestone in early childhood development. Interventions that intentionally promote them have contributed to children’s language, cognitive, and socioemotional development. However, these studies have mainly been conducted in the USA with middle-SES families, and such research has considerably decreased in recent years. This study aimed to assess the effects of an intentional intervention for promoting symbolic gestures in the expressive and comprehensive language of Chilean children who were aged 18 months. Sixty-nine highly psychosocially at-risk children were assessed at 5–9 months and then at 18 months. Teachers from half of the nurseries involved in the study received the intervention. The assessment included a report on the children’s gestural vocabulary, the CDI, and the language scale of BSID-III. The results showed that the children in the intervention group had a significantly greater gestural vocabulary at 18 months and they performed better in their expressive language than the children in the control group did. Additionally, this study aimed to analyze if this intervention affected children differentially in consideration of their language development (adequate and at-risk). The results showed that children with adequate development improved their language when they received the intervention, but those from the at-risk group did not. The implications of these results for the design of interventions at an early age are discussed while considering children from different sociocultural backgrounds and with different language development.

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Section: Instrumentsmentioning

confidence: 99%

An Early Intervention in Gestural Communication in Chilean Children from Psychosocially At-Risk Backgrounds and Its Impact on Language Skills at 18 Months Old

Farkas

2024

Languages

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Pygmalion und die Rolle askriptiver Schüler*innenmerkmale auf Lehrkrafterwartungen und Erwartungseffekte: Damals und heute

Shevchuk

Glock

2022

Stereotype in Der Schule II

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Differences in need-supportive teaching toward students from different socioeconomic backgrounds and the role of teachers’ attitudes

Bloem,

Flunger,

Stroet

et al. 2023

Soc Psychol Educ

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According to Self-Determination Theory, teachers can enhance their students’ motivation, engagement, and learning through need-supportive teaching, which involves providing autonomy support, structure, and involvement. However, within classes, there appears to be great variation in the degree to which teachers support students’ psychological needs. The current studies aimed to investigate to what extent this differentiation in need support was associated with students’ socioeconomic background. Additionally, we examined whether teachers differentiated their need support more strongly when they had more biased explicitly or implicitly measured attitudes toward students from a low socioeconomic background. We conducted two studies: Study 1 was a vignette study representing a fictional student from a high or low socioeconomic background, and Study 2 was a field study where teachers reported on the need support provided to real students from a high and low socioeconomic background from their own class. Findings of both studies indicated that teachers reported lower levels of involvement for students from a low compared to a high socioeconomic background. Moreover, in Study 2, teachers reported to provide students from a low socioeconomic background with less autonomy support and more structure compared to students from a high socioeconomic background. However, these differences in autonomy support and structure seemed to be related to other student characteristics, namely students’ gender, and teachers’ perceptions of students’ academic ability and classroom behavior. Furthermore, we revealed that teachers differentiated their need support more strongly when they had more biased attitudes toward low socioeconomic backgrounds.

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Bias in Primary School Teachers’ Expectations of Students? A Study of General and Specific Bias Towards SES, Ethnicity and Gender

Cited by 5 publications

References 55 publications

An Early Intervention in Gestural Communication in Chilean Children from Psychosocially At-Risk Backgrounds and Its Impact on Language Skills at 18 Months Old

An Early Intervention in Gestural Communication in Chilean Children from Psychosocially At-Risk Backgrounds and Its Impact on Language Skills at 18 Months Old

Pygmalion und die Rolle askriptiver Schüler*innenmerkmale auf Lehrkrafterwartungen und Erwartungseffekte: Damals und heute

Differences in need-supportive teaching toward students from different socioeconomic backgrounds and the role of teachers’ attitudes

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