Roles of socioeconomic status, ethnicity and teacher beliefs in academic grading.

ABSTRACT:

Background

Educational outcomes in the United Kingdom vary as a function of students' family background, with those of lower socioeconomic status (SES) and certain ethnic minority groups among the worst affected.

Aims

This pre-registered study investigates: (i) whether knowledge about students' socioeconomic and ethnic background influences teachers' judgements about the quality of their work and potential for the future, and (ii) the role of teachers' beliefs-most notably about meritocracy-in their practices.

Sample

Our findings are based on the responses of 416 in-service (88%) and trainee (12%) teachers who successfully passed several stringent exclusion criteria.

Methods

As part of a 2 × 2 independent measures design, teachers were randomly assigned to asse

SUBMITTER: Doyle L 

PROVIDER: S-EPMC10087759 | biostudies-literature | 2023 Mar

REPOSITORIES: biostudies-literature