With this study we examined with a sample of N = 102 primary-school teachers whether their use of information about students’ achievement development for placement recommendations depended on student ethnicity. We applied student vignettes to mimic real students, and orthogonally varied student ethnicity, their GPA development, suggested by their last two school reports in primary school, and their grand mean of grades. We found that students were more likely to be recommended for the highest track when their grand mean of grades indicated higher achievements and when their GPA improved rather than declined. Moreover, we found strong evidence that teachers applied ethnic stereotypes when making school-placement recommendations. If the students fitted an ethnic stereotype, teachers tend to ignore information about their achievement development, whereas if the students did not fit an ethnic stereotype, teachers’ judgments were rather based on all information that was provided about the students. Hence, achievement development was less important for school-placement recommendations when students were stereotyped than when they were not stereotyped. Implications of the results were discussed.

中文翻译：

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当定型学生时，成就发展对于学校推荐的重要性不那么重要

通过这项研究，我们对N的样本进行了检验 = 102名小学老师，他们是否将关于学生成绩发展的信息用于推荐工作，取决于学生的种族。我们采用学生短篇小说来模仿真实的学生，并根据他们最近两次在小学的学习报告以及他们的平均成绩，来正交改变学生的种族，他们的GPA发展。我们发现，当成绩优异的平均成绩表明他们的平均成绩更高且其GPA提高而不是下降时，就更可能推荐学生参加最高成绩。此外，我们发现有力的证据表明，教师在提出学校安置建议时会应用种族定型观念。如果学生符合种族刻板印象，则教师往往会忽略有关其成就发展的信息，反之，如果学生不符合种族刻板印象，则教师的判断将基于所提供的有关学生的所有信息。因此，当学生被定型时，成就发展对于学校推荐的重要性不如未定型时重要。讨论了结果的含义。