Abstract

Teacher judgments about student achievement may be biased by factors that go beyond students’ actual achievement. Emotional and behavioral disorder (EBD), which is characterized by behavioral problems yet unimpaired general cognitive abilities, may be one such biasing characteristic on student level. Moreover, bias may depend on characteristics at teacher level, such as teachers’ individual stereotypes about students with EBD. We conducted an experimental study involving N = 102 in-service teachers in a simulated classroom. We examined whether the EBD label influences teachers’ judgments in terms of percentage of correct student responses, school grades, and secondary school recommendations. Furthermore, we examined whether teachers’ stereotypes regarding EBD (in terms of warmth and competence according to the stereotype content model) moderated this relationship. Regression analyses controlling for students’ actual achievement showed that EBD negatively affected the estimated percentage of correct answers, school grades, and secondary school recommendations. Additionally, a moderating effect of stereotypes was found: The probability of students with EBD receiving a recommendation for an academic-track school declined where teachers’ stereotype contents were cold and incompetent toward students with EBD. We discuss implications for further research, as well as school practice, such as the implementation of standardized tests for important educational decisions.

摘要

教师对学生成绩的判断可能会受到超出学生实际成绩的因素的影响。情绪和行为障碍 (EBD) 以行为问题为特征，但一般认知能力未受损，可能是学生层面的此类偏见特征之一。此外，偏见可能取决于教师层面的特征，例如教师对患有 EBD 学生的个人刻板印象。我们进行了一项涉及N 的实验研究 = 102 名在职教师在模拟教室中。我们检查了 EBD 标签是否会影响教师在学生正确回答百分比、学校成绩和中学推荐信方面的判断。此外，我们检查了教师关于 EBD 的刻板印象（根据刻板印象内容模型的热情和能力）是否调节了这种关系。控制学生实际成绩的回归分析表明，EBD 对正确答案的估计百分比、学校成绩和中学推荐有负面影响。此外，还发现了刻板印象的调节作用：如果教师的刻板印象内容对患有 EBD 的学生冷淡无能，则患有 EBD 的学生获得学术轨道学校推荐的可能性会下降。