The American Public and Educators Visualize Low-Ability Students as Lazy, Unmotivated, and Undeserving of Support

• In Event: Marriott Roundtable Session 16
  In Roundtable Session: Motivation and Achievement

Abstract

Seven studies demonstrate that both the American public and educators may hold culturally-shared mental representations that they reflexively use to (1) identify students as high or low in academic ability, and (2) determine which students should receive educational support and opportunities. Utilizing procedures designed to visually capture people’s mental images of others, we find that both the general public and educators hold qualitatively distinct mental images of lower- and higher-ability students. Specifically, when both groups think of a lower (versus higher) ability student, they bring to mind faces that are judged by other Americans and educators as having poorer academic motivation, potential, and work ethics, and as less deserving of financial and instructional support in school.

Authors

• Alexander S. Browman, Boston College

• David B. Miele, Boston College