Stereotype awareness increased significantly in all three tracks over the 4-year period, by roughly one third of a standard deviation¶

Claim · All claims
Evidence · 1 study · associational r3 · q3 · i2 medium
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Growth curve models showed significant increases in stereotype awareness in all tracks, with Glass's Δ of 0.306 (lowest), 0.447 (higher), and 0.371 (combined). → 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 · i2 · associational · r3

Multigroup univariate growth curve models on the longitudinal sample showed significant positive slopes in every track; the article prints the effect sizes "Glass's Δ amounted to 0.306, 0.447, and 0.371", indicating increases of roughly one third of a standard deviation across 4 years.

"Glass's Δ amounted to 0.306, 0.447, and 0.371 for the lowest track, the higher track, and the combined track, respectively (all ps < 0.001)"

Discussion¶

Related Claims¶

• 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
• 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