The inherence bias in preschoolers’ explanations for achievement differences: replication and extension

Abstract

Two studies examined how preschoolers (N = 610; French) explain differences in achievement. Replicating and extending previous research, the results revealed that children invoke more inherent factors (e.g., intelligence) than extrinsic factors (e.g., access to educational resources) when explaining why some children do better in school than others. This inherence bias in explanation can contribute to inequalities in education (e.g., the early-emerging disparities based on social class) by portraying them as fair and legitimate even when they are not.

Using social and behavioral science to address achievement inequality

“…Yet, even in classrooms, children might be treated differently based on their SES. Three studies in our collection—Renoux et al 12 , Schoneveld and Brummelman 13 , and Sierksma 14 —address this possibility. They demonstrate that children from low-SES backgrounds may face unequal treatment in the classroom, often at the hands of well-intentioned teachers or peers, with serious repercussions.…”

“…For example, preschoolers from low-SES backgrounds are called on less by the teacher and speak less without being called on, regardless of their language ability 15 . Combining insights from social psychology and sociology, Renoux et al 12 conducted preregistered research showing that the reduced participation of preschoolers from low-SES backgrounds affects how they are seen by their peers. When preschoolers saw that a classmate participated less in class, they explained this primarily in terms of inherent factors—revealing a so-called inherence bias 16 .…”

“…That is, growing up in low-SES backgrounds does not invariably lead to deficits; it leads to a specialized set of skills that is often underappreciated in academic contexts. Another line of work, exemplified by Renoux et al 12 and Schoneveld and Brummelman 13 , shows that teachers treat children from low-SES backgrounds unfairly, even when their abilities and achievements are on par. Why?…”