Social and ethnic biases in primary education

初等教育中的社会和种族偏见

• 批准号: ES/W003341/1
• 负责人: Katherin Barg
• 金额: $ 27.26万
• 依托单位: University of Bristol
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2022
• 资助国家: 英国
• 起止时间: 2022 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FW003341%2F1
• 关键词: Social; ethnic; biases; primary; education

Recently, teachers were asked to predict students' GCSE and A-level marks because exams could not take place due to the COVID-19 crisis. This sparked public debates about a concern that has been frequently highlighted over the last decades: teacher judgements might be biased putting students from certain groups of the population at disadvantage. In much of the academic literature, a social class or ethnic bias in teacher assessments is measured as a discrepancy between teacher assessments of student school performance and student scores on standardised ability tests that is systematically related to student social class or ethnic background. Such teacher bias is problematic because teachers have an important influence on students' self-esteem, academic motivation and school achievement. If teachers underassess the performance of certain students, they can harm their self-esteem and hinder them to achieve the education and life outcomes they could have attained through their abilities. Importantly, teacher bias can contribute to social and ethnic inequalities in education, which is concerning because these inequalities are already high in the UK and will strongly increase due to the COVID 19-pandemic and its consequences.Evidence on teacher bias is mixed but tends to show that the performance of children from certain ethnic minority groups and socially disadvantaged backgrounds is systematically underassessed. The sources of ethnic and social class biases in teacher assessments are not fully understood. This project will use existing large-scale survey data to study social class and ethnic biases in teacher assessments of the performance of primary school students in four countries England, Scotland, Germany and Ireland. It aims to shed light on the processes underlying the biases by understanding how national contexts such as teacher training and education policy influence biases in teacher assessments. It also aims to analyse how students' behaviour in class, academic attitudes and their parental involvement influence the teacher assessments. An important principle of this project is the engagement of teachers, teacher educators, head teachers and primary school students to inform the study. Over the whole project period, the researchers and teachers, teacher educators, head teachers and primary school students from the four participating countries will share experiences and views to inform the study's research design and interpretation of findings. The findings of the project will show what factors primary school teachers from different countries take into account when they assess the performance of their students. This knowledge can help improve assessment approaches, student-teacher relationships and family-school interactions. To facilitate the impact of this study on practice and education policy, the researchers will create materials for Initial Teacher Education (ITE) and Continuous Professional Development (CPD) for teachers as well as recommendations for head teachers, policy makers and third-sector organisations. Knowledge exchange activities will include workshops with teachers in South-West England and Scotland, a stake-holder event in London and an online teacher conference.

最近，教师们被要求预测学生的GCSE和A级成绩，因为考试因COVID-19危机而无法进行。这引发了公众对过去几十年来经常强调的一个问题的辩论：教师的判断可能有偏见，使来自某些人口群体的学生处于不利地位。在许多学术文献中，教师评估中的社会阶层或种族偏见被衡量为教师对学生学校表现的评估与学生在标准化能力测试中的分数之间的差异，该标准化能力测试与学生的社会阶层或种族背景系统相关。这种教师偏见是有问题的，因为教师对学生的自尊、学习动机和学业成绩有重要影响。如果教师低估了某些学生的表现，他们可能会伤害他们的自尊，阻碍他们实现他们本可以通过自己的能力实现的教育和生活成果。重要的是，教师偏见可能导致教育中的社会和种族不平等，这一点令人担忧，因为这些不平等在英国已经很高，并且由于COVID 19大流行及其后果将大幅增加。教师偏见的证据好坏参半，但往往表明，来自某些少数民族群体和社会弱势背景的儿童的表现被系统性地低估了。教师评估中种族和社会阶级偏见的来源尚未完全了解。该项目将利用现有的大规模调查数据，研究英格兰、苏格兰、德国和爱尔兰四个国家教师对小学生成绩评估中的社会阶级和种族偏见。它旨在通过了解教师培训和教育政策等国家背景如何影响教师评估中的偏见来揭示偏见背后的过程。研究亦旨在分析学生在课堂上的行为、学业态度及家长的参与对教师评核的影响。这一项目的一个重要原则是教师、师范教育工作者、校长和小学生参与为研究提供信息。在整个项目期间，来自四个参与国家的研究人员和教师、教师教育工作者、校长和小学生将分享经验和观点，为研究的研究设计和结果的解释提供信息。该项目的调查结果将显示不同国家的小学教师在评估学生成绩时考虑了哪些因素。这些知识可以帮助改善评估方法，学生与教师的关系和家庭与学校的互动。为了促进这项研究对实践和教育政策的影响，研究人员将为教师的初始教师教育（ITE）和持续专业发展（CPD）以及校长，政策制定者和第三部门组织的建议创建材料。知识交流活动将包括与英格兰西南部和苏格兰的教师举办讲习班，在伦敦举办一次研讨会和一次在线教师会议。