Relationship Between Students' Ethnicity, Class Composition, Attention Allocation, and Primary School Teachers’ Judgment Accuracy (Poster 26)

• In Event: Thursday Poster Session 2:30 pm
  In Poster Session: Learning and Motivation in Social and Cultural Contexts 1

Abstract

This study, with a virtual class, was designed to find support for the minority hypothesis of Kaiser and colleagues (2017): teacher judgment accuracy is influenced by class composition, not by students' ethnicity. We hypothesized that teacher judgments are most accurate for the numeric minority, and more attention allocation leads to more accurate judgments. The minority’s ethnicity was manipulated in two conditions, and participants were randomly assigned to a Turkish (N = 35) or Dutch minority condition (N = 39). We found no confirmation of the minority hypothesis: class composition did not relate to judgment accuracy. Concerning attention allocation, we did find a statistically significant interaction effect. Teachers spent more time on Turkish students in both conditions without affecting judgment accuracy.

Authors

• Ivette Marielle Duker, Utrecht University

• Peter Verkoeijen, Erasmus University Rotterdam

• Sofie Loyens, Utrecht University

• Remigius M. Rikers, Utrecht University