Teachers’ judgments and feedback regarding students with a migrant background
Final Report Abstract
Teachers’ assessments and feedback can be biased depending on learners’ immigrant background. However, prior research has mainly investigated negative biases and negatively associated countries of origin. This project focused on (seemingly) positive biases that can arise when teachers try to compensate for discrimination or associate a certain origin with positive expectations. In two preliminary studies, we first developed an Implicit Association Test (Study 1a, N = 109 student teachers) and identified names and photos (Study 1b, N = 58 student teachers). In both studies, associations with girls were more positive than with boys. Origin-related differences were more pronounced for boys than for girls, with East Asian origin being more positively associated than North African origin. Our main study (Study 2, N = 368 teachers) showed that learners’ immigrant background had little influence on dysfunctional feedback. However, teachers rated learners with an immigrant background more favorably in situations of failure and gave functional feedback more frequently, which reflects the “positive” feedback bias and possibly a shifting standards effect. Regarding multicultural beliefs, growth mindset, motivation to act without prejudice, and stereotypes, there were individual, rather unsystematic correlations with assessments and feedback. In an additional pilot study (Study 3, N = 65 student teachers), a brief online intervention reduced origin-related judgment bias but had no effect on implicit stereotypes or bias awareness. Overall, the research project contributes to a better understanding of origin-related judgment and feedback biases. In future research, it is important to differentiate between different immigrant backgrounds, as expectations and pedagogical decisions vary greatly depending on the region of origin. Furthermore, it seems useful to develop interventions that support teachers in becoming aware of their biases and providing functional feedback for all learners.
Publications
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Stereotype von Lehrkräften über Schülerinnen und Schüler mit Migrationshintergrund. Poster auf der 10. Tagung der Gesellschaft für Empirische Bildungsforschung, Universität Duisburg-Essen, Essen, Deutschland.
Zeeb, H. & Voss, T.
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Teachers' feedback to and their evaluations of students from immigrant backgrounds. OSF Registries.
Zeeb, H.
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Können herkunftsbezogene Urteilsverzerrungen bei angehenden Lehrkräften durch eine kurze Online-Intervention reduziert werden? Eine Pilotstudie. Vortrag auf der 11. Tagung der Gesellschaft für Empirische Bildungsforschung, Universität Potsdam, Potsdam, Deutschland.
Zeeb, H., Smolka, L., Glogger-Frey, I. & Voss, T.
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Schon gewusst, dass Fatima besser bewertet wird als Leonie? Tatsächlich?! Der Forschungsblog des ErfurtLab.
Zeeb, H. & Glogger-Frey, I.
