十字路口的歧视？教师跟踪决策的因子调查实验证据

Q3 Social Sciences

Swiss Journal of Sociology Pub Date : 2022-03-01 DOI:10.2478/sjs-2022-0005

S. Gilgen, Milan Stocker

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引用次数: 0

摘要

摘要采用因子调查实验，探讨教师是否歧视低年级和少数民族儿童。这些小插图包括学生的性别、社会和种族出身、学术潜力、动机、课堂行为以及家长的教育愿望。虽然歧视假说不受支持，但我们发现挑战行为对性别有特定影响，对女孩不利。讨论了析因调查方法的有用性和潜在的缺陷。

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Discrimination at the Crossroads? Evidence from a Factorial Survey Experiment on Teacher‘s Tracking Decisions

Abstract Using a factorial survey experiment, we investigate whether teachers discriminate against lower class and minority children. The vignettes include information on the pupil’s gender, social and ethnic origin, academic potential, motivation, behaviour in class as well as parental educational aspirations. While the discrimination hypotheses are not supported, we find gender-specific effects of challenging behaviour, to the disadvantage of girls. Both the usefulness as well as potential pitfalls of the factorial survey approach are discussed.

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来源期刊

Swiss Journal of Sociology Social Sciences-Social Sciences (all)

CiteScore

1.50

自引率

0.00%

发文量

审稿时长

50 weeks

期刊介绍： The Swiss Journal of Sociology was established in 1975 on the initiative of the Swiss Sociological Association. It is published by Seismo and appears three times a year with the support of the Swiss Academy of Humanities and Social Sciences. Since 2016, all the articles of the Swiss Journal of Sociology are available as open access documents on De Gruyter Open: https://www.degruyter.com/view/j/sjs The journal is a multilingual voice for analysis and research in sociology. It publishes work on the theory, methods, practice, and history of the social sciences in English, French, or German. Although a central aim of the Journal is to reflect the state of the discipline in Switzerland as well as current developments, articles, research notes, debates, and book reviews will be accepted irrespective of the author’s nationality or whether the submitted work focuses on this country. The journal is understood as a representative medium and therefore open to all research areas, to a plurality of schools and methodological approaches. It neither favours nor excludes any research orientation but particularly intends to promote communication between different perspectives. In order to fulfil this aim, all submissions will be refereed anonymously by at least two reviewers.