Changes in stereotype awareness were not significantly related to changes in academic achievement, self-concept, or engagement in any track, contradicting the amplifier-of-inequality hypothesis¶

Claim · All claims
Evidence · 1 study · associational r3 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Developmental trajectories of stereotype awareness were not significantly related to developmental trajectories of any of the three academic outcomes in any of the three tracks. → Lisa Bardach 2023

Evidence¶

Lisa Bardach 2023¶

Lisa Bardach, Claudia Neuendorf, Kou Murayama, Thorsten Fahrbach, Michel Knigge, Benjamin Nagengast, and Ulrich Trautwein. (2023). Does students' awareness of school-track-related stereotypes exacerbate inequalities in education? npj Science of Learning 8:59. https://doi.org/10.1038/s41539-023-00203-9

q3 · i? · associational · r3

Multigroup latent growth curve models (RQ5) controlling for SES, gender, and migration background found no significant slope–slope relationships for any outcome in any track; the article states no support was found for the preregistered hypotheses longitudinally. Equivalence was not tested.

"we did not find support for any of our hypotheses longitudinally, as changes in students' stereotype awareness were not related to changes in their academic achievement, self-concept of academic aptitude, or engagement"

Discussion¶

Learner Variables¶

• Stereotype Threat — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Initial stereotype awareness predicted a more maladaptive development of achievement over 4 years in the combined track — reports the opposite
• Track-related stereotypes exist among secondary students, but changes in stereotype awareness were not consistently related to changes in engagement, self-perceived ability, or achievement — related
• In the lowest track, initial stereotype awareness was positively related to initial achievement, consistent with the missed-opportunities hypothesis — related
• Initial stereotype awareness in Grade 5 was negatively related to initial school engagement in all three tracks — related
• Stereotype awareness increased significantly in all three tracks over the 4-year period, by roughly one third of a standard deviation — related
• Some personalization methods such as ability tracking may increase achievement gaps, though empirical evidence is mixed — related