Does students’ awareness of school-track-related stereotypes exacerbate inequalities in education?

IF 3.6 1区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

npj Science of Learning Pub Date : 2023-12-14 DOI:10.1038/s41539-023-00203-9

Lisa Bardach, Claudia Neuendorf, Kou Murayama, Thorsten Fahrbach, Michel Knigge, Benjamin Nagengast, Ulrich Trautwein

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Abstract

Early ability tracking increases inequalities in education. It has been proposed that the awareness of negative school-track-related stereotypes contributes to educational inequalities, as stereotype awareness interferes with students’ abilities to thrive, particularly those in lower, stigmatized tracks. The present study tested this assumption in a sample of 3880 German secondary school students from three tracks, who were assessed four times on stereotype awareness regarding their own school track and academic outcomes (achievement, engagement, self-concept) between Grades 5 and 8. Students in the lowest track reported higher levels of stereotype awareness than higher track students or students attending a combined track. Stereotype awareness increased across time in all tracks. Contrary to our preregistered hypotheses, however, the results from multigroup models revealed that (changes in) stereotype awareness were not more strongly related to (changes in) most outcomes in the lowest track in comparison with the other two tracks.

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学生对与学校轨道相关的陈规定型观念的认识是否会加剧教育中的不平等？

早期能力追踪增加了教育中的不平等。有人提出，对与学校轨制相关的负面刻板印象的认识会助长教育不平等，因为刻板印象会影响学生的发展能力，尤其是那些处于较低、被鄙视的轨制中的学生。本研究以 3880 名来自三个学校的德国中学生为样本，对他们在五年级至八年级期间对自己学校轨迹和学业成绩（成绩、参与度、自我概念）的刻板印象意识进行了四次评估，从而检验了这一假设。与学业成绩较好的学生或学业成绩较差的学生相比，学业成绩较差的学生的刻板印象意识更高。在所有学段中，刻板印象意识随着时间的推移而增强。然而，与我们预先登记的假设相反，多组模型的结果显示，与其他两个学段相比，刻板印象意识的（变化）与最低学段大多数结果的（变化）并没有更密切的关系。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

npj Science of Learning Multiple-

CiteScore

5.40

自引率

7.10%

发文量