Track recommendation bias
| Autor: | M.P.C. Van der Werf, H. de Boer, Anneke Timmermans, Hilda Amsing |
|---|---|
| Přispěvatelé: | Research and Evaluation of Educational Effectiveness, Education in Culture |
| Jazyk: | angličtina |
| Rok vydání: | 2018 |
| Předmět: |
PERCEPTIONS
media_common.quotation_subject NETHERLANDS ACCURACY Immigration Primary education Context (language use) EDUCATIONAL TRACKING OPPORTUNITY Education track recommendations Empirical research CLASSROOM CONTEXT Cultural diversity 0502 economics and business equal opportunities 050207 economics Socioeconomic status media_common 05 social sciences TEACHERS EXPECTATIONS 050301 education longitudinal analysis PERFORMANCE Educational attainment Vocational education SCHOOL Psychology INEQUALITY 0503 education Demography |
| Zdroj: | British Educational Research Journal, 44(5), 847-874. Wiley |
| ISSN: | 0141-1926 |
| Popis: | Bias in track recommendations is an important mechanism, which causes education inequity in a tracked educational system (streaming). If teacher biases in track recommendations change over time, inequity in society and in the education system may also change. We investigated changes in track recommendation bias over time for gender, immigration status and socioeconomic status (SES), based on a longitudinal empirical study of nine cohorts of Dutch students in their final year (grade 6) of primary education in the period 1995-2014. An overview of educational and societal trends was provided, alongside the empirical analysis, to explain the findings in variation over time in track recommendation bias. Results indicate that the level of track recommendations provided to the students gradually increased over time. For a similar performance, a higher track recommendation was awarded in 2014 compared to 1995. This development coincided with an increase in parental education level, the valuing of education and the introduction of lower-status pre-vocational education tracks. Track recommendation bias favouring students with a migrant background and female students decreased, which coincided with growing cultural intolerance and attention to the boy problem'. Bias in track recommendations related to SES appeared stable, with only small deviations from year to year. The results of this study indicate that track recommendation bias and teacher considerations are dependent on time and context. |
| Databáze: | OpenAIRE |
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