Simply inserting a name indicating Turkish-origin background produced less favorable judgments of otherwise identical student descriptions¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In Study 1, only the name differed between the two vignettes, yet judgments and video choices differed significantly by ethnicity. → Sabine Schlag 2024

Evidence¶

Sabine Schlag 2024¶

Sabine Schlag, Sabine Glock. (2024). The roles that students' ethnicity and achievement levels play in teachers' choice of learning materials in online teaching: evidence from two experimental studies. Instructional Science. https://doi.org/10.1007/s11251-024-09681-9

q3 · i? · causal · r2

In the Study 1 experiment, the two student vignettes differed only in name (Emre vs. Ben); the student was described as attentive and high-performing in both. The authors state this name manipulation alone produced the judgment and material-choice differences, consistent with prior name-based vignette research.

"simply inserting a name that indicates an ethnic minority background as compared to a name indicating a German background resulted in these dif ferences"

Discussion¶

Related Claims¶

• Preservice teachers judged the ethnic minority student more negatively than the ethnic majority student on parental support, achievement, and working behavior
• Student achievement level, not ethnic background, predicted preservice teachers' text-versus-video material choice in Study 2 — related
• Preservice teachers chose the easy video significantly more often for an ethnic minority student than for an ethnic majority student, all other information being equal — related
• Fixed mindsets predict stronger stereotyping and trait inferences, with experimental evidence of a causal role — related