Well done (for someone of your gender)! Experimental evidence of teachers’ stereotype-based shifting standards for test grading and elaborated feedback

Carolin Schuster; Susanne Narciss; Jessica Bilz

doi:10.1007/s11218-021-09633-y

Well done (for someone of your gender)! Experimental evidence of teachers’ stereotype-based shifting standards for test grading and elaborated feedback

Titel in Übersetzung: Gut gemacht (für jemanden deines Geschlechts)! Experimentelle Belege für stereotypenbedingt wechselnde Referenzstandards von Lehrkräften bei der Benotung und beim Feedback

Carolin Schuster^*
, Susanne Narciss
, Jessica Bilz

^*Korrespondierende/r Autor/-in für diese Arbeit

Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › Begutachtung

11 Zitate (Scopus)

Abstract

In three experiments (Ns = 327/137/210), we investigated whether test grades and elaborated feedback in a stereotypically male (Math) and a stereotypically female subject (German) are biased by the student’s gender. For this purpose, pre-service teachers graded and provided written feedback on tests which were allegedly from boys or girls. In addition, participants’ belief in stereotypes was measured in Study 1 and 2 and manipulated in Study 3 to test its moderating role. A meta-analysis across the three studies confirmed the following pattern: a small to moderate stereotype-contrasting grading bias, if the evaluators endorsed stereotypes, but no bias if they did not. Tests from the gender that, according to the stereotype, is weaker in the domain, were graded better. Study 1 and 3 further showed that the supposedly weaker gender received more elaborated feedback. The results are discussed in terms of shifting standards and previous findings in gender bias in school.

Titel in Übersetzung	Gut gemacht (für jemanden deines Geschlechts)! Experimentelle Belege für stereotypenbedingt wechselnde Referenzstandards von Lehrkräften bei der Benotung und beim Feedback
Originalsprache	Englisch
Zeitschrift	Social Psychology of Education
Jahrgang	24
Ausgabenummer	3
Seiten (von - bis)	809-834
Seitenumfang	26
ISSN	1381-2890
DOIs	https://doi.org/10.1007/s11218-021-09633-y
Publikationsstatus	Erschienen - 06.2021

Bibliographische Notiz

Funding Information:
The authors would like to note that this line of research was initiated by our dear friend and colleague Jessica Bilz, who unexpectedly passed away before the first study was completed. We are continuing this research with her on our minds and in our hearts. In addition, we thank Lara Moen, Janina Höpfner, and Morzal Goia for their help with preparation and data collection.

Publisher Copyright:
© 2021, The Author(s).

UN SDGs

Dieser Output leistet einen Beitrag zu folgendem(n) Ziel(en) für nachhaltige Entwicklung

SDG 5 – Gleichberechtigung der Geschlechter

Fachgebiete und Schlagwörter

Psychologie
Bildung
Gender and diversity
Notengebung
Stereotype
Feedback

ASJC Scopus Sachgebiete

Pädagogische und Entwicklungspsychologie
Sozialpsychologie
Ausbildung bzw. Denomination
Soziologie und Politikwissenschaften

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10.1007/s11218-021-09633-yLizenz: CC BY

DownloadEndgültige, publizierte Fassung, 935 KBLizenz: CC BY

Shifting standards for boys and girls in the classroom
Schuster, C. (Wissenschaftliche Projektleiter*in)
01.06.18 → 30.04.19
Projekt: Forschung

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abstract = "In three experiments (Ns = 327/137/210), we investigated whether test grades and elaborated feedback in a stereotypically male (Math) and a stereotypically female subject (German) are biased by the student{\textquoteright}s gender. For this purpose, pre-service teachers graded and provided written feedback on tests which were allegedly from boys or girls. In addition, participants{\textquoteright} belief in stereotypes was measured in Study 1 and 2 and manipulated in Study 3 to test its moderating role. A meta-analysis across the three studies confirmed the following pattern: a small to moderate stereotype-contrasting grading bias, if the evaluators endorsed stereotypes, but no bias if they did not. Tests from the gender that, according to the stereotype, is weaker in the domain, were graded better. Study 1 and 3 further showed that the supposedly weaker gender received more elaborated feedback. The results are discussed in terms of shifting standards and previous findings in gender bias in school.",

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doi = "10.1007/s11218-021-09633-y",

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Well done (for someone of your gender)! Experimental evidence of teachers’ stereotype-based shifting standards for test grading and elaborated feedback. / Schuster, Carolin; Narciss, Susanne; Bilz, Jessica.
in: Social Psychology of Education, Jahrgang 24, Nr. 3, 06.2021, S. 809-834.

Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › Begutachtung

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PY - 2021/6

Y1 - 2021/6

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Well done (for someone of your gender)! Experimental evidence of teachers’ stereotype-based shifting standards for test grading and elaborated feedback

Abstract

Bibliographische Notiz

UN SDGs

Fachgebiete und Schlagwörter

ASJC Scopus Sachgebiete

Zugriff auf Dokument

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Shifting standards for boys and girls in the classroom

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