dc.creator | Gil Hernández, Carlos | es |
dc.creator | Pañeda Fernández, Irene | es |
dc.creator | Salazar, Leire | es |
dc.creator | Castaño Muñoz, Jonatan | es |
dc.date.accessioned | 2024-09-05T12:14:04Z | |
dc.date.available | 2024-09-05T12:14:04Z | |
dc.date.issued | 2024 | |
dc.identifier.citation | Gil Hernández, C., Pañeda Fernández, I., Salazar, L. y Castaño Muñoz, J. (2024). Teacher Bias in assessments by student ascribed status: a factorial experiment on discrimination in education. Sociological Science, 11, 743-776. https://doi.org/10.15195/v11.a27. | |
dc.identifier.issn | 2330-6696 | es |
dc.identifier.uri | https://hdl.handle.net/11441/162290 | |
dc.description.abstract | Teachers are the evaluators of academic merit. Identifying if their assessments are fair or
biased by student-ascribed status is critical for equal opportunity but empirically challenging, with
mixed previous findings. We test status characteristics beliefs, statistical discrimination, and cultural
capital theories with a pre-registered factorial experiment on a large sample of Spanish pre-service
teachers (n = 1, 717). This design causally identifies, net of ability, the impact of student-ascribed
characteristics on teacher short- and long-term assessments, improving prior studies’ theory testing,
confounding, and power. Findings unveil teacher bias in an essay grading task favoring girls and
highbrow cultural capital, aligning with status characteristics and cultural capital theories. Results on
teachers’ long-term expectations indicate statistical discrimination against boys, migrant origin, and
working-class students under uncertain information. Unexpectedly, ethnic discrimination changes
from teachers favoring native origin in long-term expectations to migrant origin in short-term
evaluations, suggesting compensatory grading. We discuss the complex roots of discrimination in
teacher assessments as an educational (in)equality mechanism. | es |
dc.format | application/pdf | es |
dc.format.extent | 34 p. | es |
dc.language.iso | eng | es |
dc.publisher | Society for Sociological Science | es |
dc.relation.ispartof | Sociological Science, 11, 743-776. | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | Discrimination | es |
dc.subject | Teacher bias | es |
dc.subject | Assessments | es |
dc.subject | Educational inequality | es |
dc.subject | Factorial experiment | es |
dc.subject | Cultural Capital | es |
dc.title | Teacher Bias in assessments by student ascribed status: a factorial experiment on discrimination in education | es |
dc.type | info:eu-repo/semantics/article | es |
dc.type.version | info:eu-repo/semantics/acceptedVersion | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Didáctica y Organización Educativa | es |
dc.relation.publisherversion | https://dx.doi.org/10.15195/v11.a27 | es |
dc.identifier.doi | 10.15195/v11.a27 | es |
dc.contributor.group | Universidad de Sevilla. HUM1101: Career and Digital Education for Social Justice | es |
idus.validador.nota | Paqui | es |
dc.journaltitle | Sociological Science | es |
dc.publication.volumen | 11 | es |
dc.publication.initialPage | 743 | es |
dc.publication.endPage | 776 | es |