Do Teachers Bias Children's Learning?

Dusek, Jerome B.

doi:10.2307/1170069

Cited by 33 publications

(51 citation statements)

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“…Therefore, there is no evidence of native students entering exclusive schools -suggesting that there might be an assimilation effect between the two groups of pupils. Several studies (e.g., Baron et al, 1985;Dusek, 1975;Ferguson, 2003;Lightfoot, 1978) also argue that the black pupils may suffer from discrimination in schools or may receive a lower expectation from their school teachers, which might lead to an increasing performance differential. In Taiwan, racial discrimination is not a prevailing issue.…”

Section: Resultsmentioning

confidence: 99%

“…The information that evaluates the learning situation of students can be used by the county municipal government to formulate a remedial teaching policy. In addition, there are several existing international data sets on students' achievement, 14 while such types of data focusing on elementary and high school students in Taiwan are relatively scarce. Therefore, TASA is devoted to building upon an internationally comparable data base to make it easy to compare the students' academic achievements in other countries, and to understand the special features of the Taiwanese education system.…”

Section: Data and Estimation Strategy 41 Data Descriptionmentioning

confidence: 99%

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The educational achievement of pupils with immigrant and native mothers: evidence from Taiwan

Lin

2014

Asia Pacific Journal of Education

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. Terms of use: Documents inIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author.IZA Discussion Paper No. 9435 October 2015 ABSTRACTThe Educational Achievement of Pupils with Immigrant and Native Mothers: Evidence from Taiwan * This paper takes advantage of the Taiwan Assessment of Student Achievement data set to empirically evaluate whether the test score differentials between pupils with immigrant and native mothers are substantial across subjects, grades and years. Our results show that there exist test score differentials between the two groups after controlling for the students' individual characteristics and family background. The Chinese, Math and English subjects exhibit larger test score gaps relative to Science and Society. We also find that the academic gaps between native students and pupils with mothers from Southeast Asian countries tend to widen, while the students' performance is about the same as that for native students if their mothers are from mainland China, confirming that the language proficiency of immigrant mothers significantly affects pupils' learning. Our empirical results may suggest that remedial teaching (or an equivalent preferential policy) for the lower-grade pupils with immigrant mothers might be required to create a fair environment for learning, and such a policy should take the nationality of those foreign mothers into account.JEL Classification: A2, I2

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Section: Resultsmentioning

confidence: 99%

Section: Data and Estimation Strategy 41 Data Descriptionmentioning

confidence: 99%

The educational achievement of pupils with immigrant and native mothers: evidence from Taiwan

Lin

2014

Asia Pacific Journal of Education

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“…From investigations using a The paper was written while the author was visiting in the Department of Education, Washington State University. 48 variety of methods involving both experimentally manipulated and naturally formed expectations it appears that teacher expectations can sometimes function as selffulfilling prophecies but that this is by no means inevitable (see Brophy and Good, 1974;Rosenthal, 1974Rosenthal, ,1976Dusek, 1975;Braun, 1976;Cooper, 1979 for reviews). Interest in teacher expectations and their potential influence on pupil performance has arisen in New Zealand as elsewhere, particularly in relation to children from ethnic minority groups.…”

Section: Introductionmentioning

confidence: 99%

Teacher Expectations and Perceptions of Polynesian and Pakeha Pupils and the Relationship to Classroom Behaviour and School Achievement

George

1983

Brit J of Edu Psychol

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SUMMARY.A study of 90 nine-year-olds in five ethnically mixed New Zealand classrooms was undertaken to investigate teachers' perceptions of Polynesian and Pakeha pupils and the relationship of these perceptions to expectations for general ability. Results showed that the Polynesian minority group pupils were perceived less favourably than the Pakeha majority on dimensions reflecting parent-home factors and academic work skills. In line with this, teachers held lower expectations for the ability of Polynesian pupils than their Pakeha classmates. However, observations of teacherpupil interaction showed no ethnic group differences. Despite the absence of any overt discrimination against minority group pupils there were achievement differences favouring the majority group in terms of standardised achievement test performance and in teachers' ratings of achievement at the end of the year. It was concluded that while teacher expectation effects did not severely bias children's learning, negative perceptions and expectations for Polynesian children led to them being treated similarly to others expected to be of low ability and helped to maintain the status quo of lower achievement.

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“…Teacher bias studies were those that measured teacher effects on pupil progress after teachers had been informed, based on outside "evaluation," to expect certain changes in the learning of certain children. Replication studies of Rosenthal's and Jacobson's (1968) original research in this mode have not strongly su pported the notion that teacher bias effects on pupil progress can be directed through external information (Braun, 1976;Dusek, 1975;West and Anderson, 1976). Teacher expectation research, however, has shown greater consistency, according to Dusek (1975) and other reviewers (Braun, 1976;West and Anderson, 1976).…”

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confidence: 99%

The Influence of Pupil Behaviors and Pupil Status Factors on Teacher Behaviors during Oral Reading Lessons

Pflaum

Pascarella

Boswick

et al. 1980

The Journal of Educational Research

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Do Teachers Bias Children's Learning?

Cited by 33 publications

References 0 publications

The educational achievement of pupils with immigrant and native mothers: evidence from Taiwan

The educational achievement of pupils with immigrant and native mothers: evidence from Taiwan

Teacher Expectations and Perceptions of Polynesian and Pakeha Pupils and the Relationship to Classroom Behaviour and School Achievement

The Influence of Pupil Behaviors and Pupil Status Factors on Teacher Behaviors during Oral Reading Lessons

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