Affiliation:
1. University of Bern , Department of Sociology of Education , Bern
Abstract
Abstract
Using a factorial survey experiment, we investigate whether teachers discriminate against lower class and minority children. The vignettes include information on the pupil’s gender, social and ethnic origin, academic potential, motivation, behaviour in class as well as parental educational aspirations. While the discrimination hypotheses are not supported, we find gender-specific effects of challenging behaviour, to the disadvantage of girls. Both the usefulness as well as potential pitfalls of the factorial survey approach are discussed.
Subject
Industrial and Manufacturing Engineering,Environmental Engineering
Reference124 articles.
1. Åhslund, Ingela, and Lena Boström. 2018. Teachers’ Perceptions of Gender Differences – What about Boys and Girls in the Classroom? International Journal of Learning, Teaching and Educational Research 17(4): 28–44. https://doi.org/10.26803/ijlter.17.4.2.10.26803/ijlter.17.4.2
2. Alexander, Cheryl S., and Henry Jay Becker. 1978. The Use of Vignettes in Survey Research. Public Opinion Quarterly 42(1): 93–104. https://doi.org/10.1086/268432.10.1086/268432
3. Allison, Paul David. 2009. Fixed Effects Regression Models. Quantitative Applications in the Social Sciences 160. Los Angeles: SAGE.10.4135/9781412993869
4. Allport, Gordon W. 1979. The Nature of Prejudice. Unabridged, 25th anniversary ed. Reading, MA: Addison-Wesley Pub. Co.
5. Amos, Jacques, Edi Böni and Mario Donati. (2003). Parcours vers les formations postobligatoires : les deux premières années après l’école obligatoire. Résultats intermédiaires de l’étude longitudinale TREE. Neuchâtel: Office fédéral de la statistique. http://edudoc.ch/record/2632 (15.09.2021).
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献