Working Paper

Poor Expectations : Experimental Evidence on Teachers' Stereotypes and Student Assessment

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collection.link.5
https://openknowledge.worldbank.org/handle/10986/9
collection.name.5
Policy Research Working Papers
dc.contributor.author
Farfan Bertran, Maria Gabriela
dc.contributor.author
Holla, Alaka
dc.contributor.author
Vakis, Renos
dc.date.accessioned
2021-03-25T14:16:43Z
dc.date.available
2021-03-25T14:16:43Z
dc.date.issued
2021-03
dc.date.lastModified
2022-05-22T12:09:02Z
dc.description.abstract
Do teachers’ stereotypes of social class bias their assessment of students? This study uses a lab-in-the-field experiment among primary school teachers to test whether they are biased against poor students. Teachers assessed a student in a video of an oral exam after watching one of two versions of an introductory video that portrayed the child’s home and playground. When the student in the exam video exhibited inconsistent performance, showing varying levels of scholastic aptitude and focus during the exam, teachers were far more likely to judge his scholastic aptitude as below grade-level if they had watched the introductory video portraying a poor background than if they had watched the introductory video portraying a middle-class background. The social class background portrayed in the introductory video did not affect teachers’ behavioral assessments of the student. When the student in the exam video was consistently high achieving, showing high levels of scholastic aptitude and focus throughout the exam, teachers who watched the introductory video depicting a poor background were more likely to assess the student as above grade-level than teachers who watched the video conveying a middle-class background. In this case, however, they had a more negative assessment of the child’s behavior when they thought he came from a poor background, deeming him to be less motivated and less emotionally mature than when the introductory video depicted a middle-class background. These findings suggest that stereotypes influence how teachers assess the scholastic aptitude and behavior of their students.
en
dc.identifier
http://documents.worldbank.org/curated/en/930041616441079544/Poor-Expectations-Experimental-Evidence-on-Teachers-Stereotypes-and-Student-Assessment
dc.identifier.uri
http://hdl.handle.net/10986/35305
dc.language
English
dc.publisher
World Bank, Washington, DC
dc.relation.ispartofseries
Policy Research Working Paper;No. 9593
dc.rights
CC BY 3.0 IGO
dc.rights.holder
World Bank
dc.rights.uri
http://creativecommons.org/licenses/by/3.0/igo
dc.subject
TEACHER STEREOTYPING
dc.subject
STEREOTYPES
dc.subject
EDUCATION BIAS
dc.subject
INEQUALITY
dc.subject
STUDENT ASSESSMENT
dc.subject
EDUCATION
dc.title
Poor Expectations
en
dc.title.subtitle
Experimental Evidence on Teachers' Stereotypes and Student Assessment
en
dc.type
Working Paper
en
okr.date.disclosure
2021-03-22
okr.doctype
Publications & Research
okr.doctype
Publications & Research :: Policy Research Working Paper
okr.docurl
http://documents.worldbank.org/curated/en/930041616441079544/Poor-Expectations-Experimental-Evidence-on-Teachers-Stereotypes-and-Student-Assessment
okr.googlescholar.linkpresent
yes
okr.identifier.doi
10.1596/1813-9450-9593
okr.identifier.externaldocumentum
090224b0884050f9_1_0
okr.identifier.internaldocumentum
32934494
okr.identifier.report
WPS9593
okr.imported
true
en
okr.language.supported
en
okr.pdfurl
http://documents.worldbank.org/curated/en/930041616441079544/pdf/Poor-Expectations-Experimental-Evidence-on-Teachers-Stereotypes-and-Student-Assessment.pdf
en
okr.statistics.combined
501
okr.statistics.dr
930041616441079544
okr.topic
Education :: Access & Equity in Basic Education
okr.topic
Education :: Educational Sciences
okr.topic
Education :: Effective Schools and Teachers
okr.topic
Law and Development :: Human Rights
okr.topic
Poverty Reduction :: Inequality
okr.unit
Poverty and Equity Global Practice; and the Education Global Practice

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