How teachers form educational expectations for students: A comparative factorial survey experiment in three institutional contexts

Teacher judgements, student social background, and student progress in primary school: a cross-country perspective

“…Above and beyond these personal and situational factors, both information processing and stereotypes are embedded in and affected by the broader institutional context (see, e.g., Geven et al 2021;Weinstein 2002, for a similar argumentation). This context includes not only conditions and regulations of schools, the education system, and teacher training, but also norms and values, as well as cultural-cognitive beliefs that frame and guide social action (see Geven et al 2021, for a similar argumentation).…”

“…Above and beyond these personal and situational factors, both information processing and stereotypes are embedded in and affected by the broader institutional context (see, e.g., Geven et al 2021;Weinstein 2002, for a similar argumentation). This context includes not only conditions and regulations of schools, the education system, and teacher training, but also norms and values, as well as cultural-cognitive beliefs that frame and guide social action (see Geven et al 2021, for a similar argumentation). For example, conscious and unconscious biases in teacher judgements develop within training programs; within the cultural norms and values prevailing in a country or region as well as the stereotypes and prejudices shared in these contexts (e.g., Geven et al 2021); and within the setting of schooling and teaching K (e.g., Romijn et al 2021).…”

“…This context includes not only conditions and regulations of schools, the education system, and teacher training, but also norms and values, as well as cultural-cognitive beliefs that frame and guide social action (see Geven et al 2021, for a similar argumentation). For example, conscious and unconscious biases in teacher judgements develop within training programs; within the cultural norms and values prevailing in a country or region as well as the stereotypes and prejudices shared in these contexts (e.g., Geven et al 2021); and within the setting of schooling and teaching K (e.g., Romijn et al 2021). Next, we describe aspects of the national context that might affect the extent of bias in teacher judgements.…”

“…Such processes could exacerbate SESrelated achievement gaps and social inequalities in education. While there are many studies examining the extent of such bias, its consequences, and the underlying processes (e.g., Urhahne and Wijnia 2021, for a recent review), only a few studies approach this topic from a cross-country perspective and, hence, consider the wider institutional setting (see, e.g., Geven et al 2021;Hofer 2015, for exceptions).…”

“…In England and the US, there are comprehensive schooling systems, while ability grouping within schools and/or classes is a common practice from lower grades on. The age at which tracking happens and the type of tracking and ability grouping might impact teacher judgements and their association with later achievement, as might the amount and level of (standardised) testing or further accountability practices used (e.g., Finnigan and Gross 2007;Geven et al 2021;Kelly and Carbonaro 2012;Lee et al 2014;Lerner and Tetlock 1999;Pit-ten Cate et al 2020). Finally, Geven et al (2021) point out that cultural beliefs about how effort can overcome original disadvantage (growth mindset) may also shape teacher judgements.…”