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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

Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet

Standard

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 › begutachtet

Harvard

Schuster, C, Narciss, S & Bilz, J 2021, 'Well done (for someone of your gender)! Experimental evidence of teachers’ stereotype-based shifting standards for test grading and elaborated feedback', Social Psychology of Education, Jg. 24, Nr. 3, S. 809-834. https://doi.org/10.1007/s11218-021-09633-y

APA

Schuster, C., Narciss, S., & Bilz, J. (2021). Well done (for someone of your gender)! Experimental evidence of teachers’ stereotype-based shifting standards for test grading and elaborated feedback. Social Psychology of Education, 24(3), 809-834. https://doi.org/10.1007/s11218-021-09633-y

Vancouver

Schuster C, Narciss S, Bilz J. Well done (for someone of your gender)! Experimental evidence of teachers’ stereotype-based shifting standards for test grading and elaborated feedback. Social Psychology of Education. 2021 Jun;24(3):809-834. Epub 2021 Apr 23. doi: 10.1007/s11218-021-09633-y

Bibtex

@article{06f07a41027b479aad76988529af2372,
title = "Well done (for someone of your gender)! Experimental evidence of teachers{\textquoteright} stereotype-based shifting standards for test grading and elaborated feedback",
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.",
keywords = "Psychology, Bildung, Gender and diversity, Notengebung, Stereotype, Feedback, Gender stereotypes, Performance evaluation, Grades, Marks, Feedback, Teacher, Gender bias, Stereotype endorsement, Shifting standards",
author = "Carolin Schuster and Susanne Narciss and Jessica Bilz",
note = "SW acknowledges support from the Deutsche Forschungsgemeinschaft (DFG, German Research Foundation)–WA 3538/4-1. MIC acknowledges support from the Funda{\c c}{\^a}o para a Ci{\^e}ncia e Tecnologia under grant agreement PTDC/PSI-ESP/30958/2017. Publisher Copyright: {\textcopyright} 2021, The Author(s).",
year = "2021",
month = jun,
doi = "10.1007/s11218-021-09633-y",
language = "English",
volume = "24",
pages = "809--834",
journal = "Social Psychology of Education",
issn = "1381-2890",
publisher = "Springer Science+Business Media B.V.",
number = "3",

}

RIS

TY - JOUR

T1 - Well done (for someone of your gender)! Experimental evidence of teachers’ stereotype-based shifting standards for test grading and elaborated feedback

AU - Schuster, Carolin

AU - Narciss, Susanne

AU - Bilz, Jessica

N1 - SW acknowledges support from the Deutsche Forschungsgemeinschaft (DFG, German Research Foundation)–WA 3538/4-1. MIC acknowledges support from the Fundaçâo para a Ciência e Tecnologia under grant agreement PTDC/PSI-ESP/30958/2017. Publisher Copyright: © 2021, The Author(s).

PY - 2021/6

Y1 - 2021/6

N2 - 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.

AB - 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.

KW - Psychology

KW - Bildung

KW - Gender and diversity

KW - Notengebung

KW - Stereotype

KW - Feedback

KW - Gender stereotypes

KW - Performance evaluation

KW - Grades

KW - Marks

KW - Feedback

KW - Teacher

KW - Gender bias

KW - Stereotype endorsement

KW - Shifting standards

UR - http://www.scopus.com/inward/record.url?scp=85105166015&partnerID=8YFLogxK

U2 - 10.1007/s11218-021-09633-y

DO - 10.1007/s11218-021-09633-y

M3 - Journal articles

VL - 24

SP - 809

EP - 834

JO - Social Psychology of Education

JF - Social Psychology of Education

SN - 1381-2890

IS - 3

ER -

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