Teachers’ judgments and feedback regarding students with a migrant background

教师的思想和行为可能会因学生的移民背景而产生系统性的偏见。例如，当教师判断能力或给予反馈时，就会出现差异。然而，目前的研究状况是有限的，因为以前的研究主要调查了负面偏见(即对移民背景的学生不利的差异)和与负面学业期望有关的原籍国。此外，关于教师特征对误判和功能失调反馈的影响的研究还很少。在这个项目中，我们还解决了积极或看似积极的偏见(即，对有移民背景的学生来说似乎是有利的，但仍然可能产生负面后果的差异)。例如，当教师希望避免歧视时，或者当某个移民背景与积极的学业期望相关联时，就会出现这种偏见。该项目的目的有两个：首先，我们调查了教师对能力和反馈的判断是否因目标学生的移民背景而不同。其次，我们考察了教师的信念和社会动机对他们对移民背景学生的判断和反馈的影响。我们对职前教师(研究1)和实习教师(研究2)进行了两项网上实验研究。主要的因变量--能力判断和反馈--通过标准化的案例小插曲进行评估。在这些小插曲中，我们通过改变(虚构的)学生的名字来改变他们的移民背景。这些名字要么表示与负面学业期望相关的移民背景，要么表明与积极学业期望相关的背景，或者表示没有移民背景。此外，我们还评估了教师的刻板印象、多元文化信仰、关于能力可塑性的信念，以及他们不带偏见地回应的动机。该项目旨在增加我们对教师有偏见的判断和反馈做法的了解。从实践的角度来看，研究结果将为如何减少对具有移民背景的学生的误判和功能失调的反馈，从而支持他们的学业发展提供建议。

Teachers’ thoughts and actions can be systematically biased depending on the perceived migrant background of the students. Differences arise, for example, when teachers judge abilities or give feedback. However, the current state of research is limited as previous studies have mainly investigated negative biases (i.e., differences to the disadvantage of students with a migrant background) and countries of origin that are associated with negative academic expectations. Furthermore, research on the influence of teachers’ characteristics on misjudgments and dysfunctional feedback is still insufficient. In this project, we address also positive or seemingly positive biases (i.e., differences that seem advantageous for students with a migrant background but can nevertheless have negative consequences). Such biases can occur, for example, when teachers want to avoid discrimination or when a certain migrant background is associated with positive academic expectations. The aims of the project are twofold: First, we investigate whether teachers’ judgements of ability and feedback are different depending on the migrant background of the target student. Second, we examine the influence of teachers’ beliefs and social motives on their judgements and feedback regarding students with a migrant background. We conduct two experimental online studies with preservice teachers (Study 1) and practicing teachers (Study 2). The primary dependent variables – ability judgments and feedback – are assessed with standardized case vignettes. In these vignettes, we vary the migrant background of the (fictive) students by varying their first names. The names either indicate a migrant background that is associated with negative academic expectations, a background that is associated with positive academic expectations, or no migrant background. In addition, we assess teachers’ stereotypes, multicultural beliefs, beliefs about the malleability of abilities, and their motivation to respond without prejudice. The project aims to increase our understanding of teachers’ biased judgments and feedback practices. From a practical point of view, the results would provide suggestions how to reduce misjudgments and dysfunctional feedback regarding students with a migrant background and, thus, how to support their academic development.