Teachers’ judgments and feedback regarding students with a migrant background

• Applicant: Dr. Helene Zeeb, since 9/2021
• Subject Area: General and Domain-Specific Teaching and Learning
• Term: from 2021 to 2024
• Project identifier: Deutsche Forschungsgemeinschaft (DFG) - Project number 466458527

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.

• DFG Programme: Research Grants
• Co-Investigator: Professorin Dr. Thamar Voss