ArticleThe British journal of educational psychology2023
Roles of socioeconomic status, ethnicity and teacher beliefs in academic grading.
Article in The British journal of educational psychology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 13 papers.
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Who cites it
13 citing papers in PubMed, 67 citations in OpenAlex.
- Practices of Evidence-based Mathematics Interventions for Children with Autism Spectrum Disorder: A Cross-sectional Study.Annals of African medicine · 2026Article
- Student-teacher relationships as a mediator of children's education-linked genetics: results from the Norwegian Mother, Father and Child Cohort Study.Journal of child psychology and psychiatry, and allied disciplines · 2026Article
- Children Understand How Adults' Achievement Goals Drive Actions.Open mind : discoveries in cognitive science · 2026Article
- Children's perceptions of social class discrimination: The role of age and situational factors in evaluating fairness.The British journal of developmental psychology · 2025Article
- Preschool teachers provide fewer participation opportunities to working-class students than those from more privileged backgrounds.Proceedings of the National Academy of Sciences of the United States of America · 2025Article
- Disentangling the Role of Migration Background and SES in Student-Expected Interpersonal Teacher Behavior.Journal of community psychology · 2025Article
- Using social psychology to create inclusive education.The British journal of social psychology · 2025Article
- The powerful impact of teacher expectations: a narrative review.Journal of the Royal Society of New Zealand · 2025Review
- Feeling well and doing well. The mediating role of school engagement in the relationship between student well-being and academic achievement.European journal of psychology of education = Journal europeen de psychologie de l'education · 2025Article
- The Brilliance-Belonging Model: How Cultural Beliefs About Intellectual Ability Undermine Educational Equity.Educational psychology review · 2025Review
- The promise and pitfalls of a strength-based approach to child poverty and neurocognitive development: Implications for policy.Developmental cognitive neuroscience · 2024Article
- "You did incredibly well!": teachers' inflated praise can make children from low-SES backgrounds seem less smart (but more hardworking).NPJ science of learning · 2023Article
- Roles of socioeconomic status, ethnicity and teacher beliefs in academic grading.The British journal of educational psychology · 2023Article
Corrections and comments
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Authors and funding
3 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundEducational outcomes in the United Kingdom vary as a function of students' family background, with those of lower socioeconomic status (SES) and certain ethnic minority groups among the worst affected.
aimsThis pre-registered study investigates: (i) whether knowledge about students' socioeconomic and ethnic background influences teachers' judgements about the quality of their work and potential for the future, and (ii) the role of teachers' beliefs-most notably about meritocracy-in their practices. SAMPLE: Our findings are based on the responses of 416 in-service (88%) and trainee (12%) teachers who successfully passed several stringent exclusion criteria.
methodsAs part of a 2 × 2 independent measures design, teachers were randomly assigned to assess an identical piece of work ostensibly written by a student who varied by SES (higher vs. lower) and ethnicity (White British vs. Black Caribbean). Following this, they responded to several measures assessing their beliefs about education.
resultsTeachers judged students of lower SES to be inferior to students of higher SES across a range of indicators. By contrast, we found no evidence of racial bias in teachers' judgements, though potential reasons for this are discussed. Teachers who believed that schooling is meritocratic were significantly less likely to support equity-enhancing teaching practices and initiatives.
conclusionsUnconscious teacher biases and beliefs may be contributing to the relative underperformance of students from poorer backgrounds. These findings provide a mandate for educational institutions to help teachers reflect upon, and develop the skills required to mitigate potentially harmful biases.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.