Test scores, subjective assessment, and stereotyping of ethnic minorities
We assess whether ethnic minority pupils are subject to low teacher expectations. We exploit the English testing system of “quasi-blind” externally marked tests and “nonblind” internal assessment to compare differences in these assessment methods between white and ethnic minority pupils. We find evi...
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| Veröffentlicht in: | Journal of labor economics 2013-07, Vol.31 (3), p.535-576 |
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| container_title | Journal of labor economics |
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| creator | Burgess, Simon Greaves, Ellen |
| description | We assess whether ethnic minority pupils are subject to low teacher expectations. We exploit the English testing system of “quasi-blind” externally marked tests and “nonblind” internal assessment to compare differences in these assessment methods between white and ethnic minority pupils. We find evidence that some ethnic groups are systematically underassessed relative to their white peers, while some are overassessed. We propose a stereotype model in which a teacher’s local experience of an ethnic group affects assessment of current pupils; this is supported by the data. |
| doi_str_mv | 10.1086/669340 |
| format | Article |
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| ispartof | Journal of labor economics, 2013-07, Vol.31 (3), p.535-576 |
| issn | 0734-306X 1537-5307 |
| language | eng |
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| source | EBSCOhost Business Source Complete; JSTOR Archive Collection A-Z Listing |
| subjects | Academic achievement Coefficients Datasets Educational sociology Ethnic groups Ethnic minorities Ethnicity Ethnische Gruppe Evaluation Expectations Free schools Großbritannien Kognition Lehrer Mathematics Meinung Minority & ethnic groups Minority group students Minority students Racial stereotypes Schüler Stereotypes Studies Teacher attitudes Teacher-student relationship Teachers White people Whites |
| title | Test scores, subjective assessment, and stereotyping of ethnic minorities |
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