Initial stereotype awareness in Grade 5 was negatively related to initial school engagement in all three tracks¶

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? Grade 5 stereotype awareness was significantly and negatively related to initial engagement in the lowest track (b = −0.360), higher track (b = −0.594), and combined track (b = −0.469). → 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

Cross-sectional (RQ3) paths from the multigroup growth curve models for engagement, controlling for SES, gender, and migration background, were significant and negative in all three tracks; the article reports this as limited evidence for the stereotype-awareness-as-harmful-for-all hypothesis.

"Initial levels of school-track-related stereotype awareness in Grade 5 were significantly and negatively related to initial levels of engagement in the lowest track (b = −0.360, p < 0.001), the higher track (b = −0.594, p < 0.001), and the combined track (b = −0.469, p < 0.001"

Discussion¶

Learner Variables¶

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

Related Claims¶

• In the lowest track, initial stereotype awareness was positively related to initial achievement, consistent with the missed-opportunities hypothesis — related
• Students in the lowest secondary school track report higher awareness of negative school-track-related stereotypes than students in higher or combined tracks across Grades 5–8 — related
• Initial stereotype awareness was negatively related to initial self-concept of academic aptitude in the higher track — related
• 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 — related
• 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