![]() novemto novemMois de la jeunesse africaine 2022 : Briser les barrières à la participation et à l'inclusion significatives des jeunes dans le plaidoyer.novemto novemThe Inaugural Lessons Learned Forum on AU Peace Support Operations and the African Standby Force kicks off in Abuja.Albert Muchanga, African Union Commissioner, Economic Development, Trade, Tourism, Industry and Minerals at the Meeting of the Senior Official of Ministries in charge of Industry and Economic Diversification novemECOSOCC convenes CSO dialogue on cross-cutting issues on women, youth, peace and security, and child protection in conflict situations.novemto novem novemWeekly Press Briefing on Coronavirus Disease Outbreak in Africa.novem2ème Conférence des Hommes sur la Masculinité Positive : "Faire avancer les actions et promouvoir la masculinité positive pour mettre fin à la violence faite aux femmes et aux filles".“Industrialiser l'Afrique: un engagement renouvelé pour une industrialisation et une diversification économique inclusives et durables.” novemto novemSommet sur L'industrialisation et la Diversification Economique.SOURCE: Hua-Yu Sebastian Cherng, “ If they think I can: Teacher bias and youth of color expectations and achievement,” Social Science Research (April 2017). The study suggests that effective policies and teacher training programs ought to be put in place to quell conscious or unconscious teacher bias. In other words, teacher bias is detrimental to all students. Worse, underestimations of both math and English teachers lowered the tenth-grade GPAs for all students, with the effect being smaller for black students than white, Latino, or Asian students. As for the impact of teacher race (Asian, black, or Latino, using white as reference), the only statistically significant measure suggests that Asian-American math teachers, compared to white math teachers, are more likely to report that a class is too difficult for a student.īeing underestimated by English teachers in these analyses lowers student expected years of schooling by almost a third of a year less of schooling. In fact, Latino, black, and Asian students have 66, 87, and 53 percent higher odds, respectively, of having English teachers report that the class is too difficult for them. Similarly, English teachers are more likely to perceive that their classes are too difficult for black, Latino, and Asian students, than for white students. Math teacher underestimations led to 0.20-point GPA drop. Then compare outcomes between these two groups.Īmong the many conclusions, authors found that math teachers have less positive perceptions of the academic abilities of Latino and black students, compared to white students, even after accounting for all other variables such as family’s socioeconomic status, gender, age, standardized math and reading scores, parental involvement, and teacher demographics. To determine how teacher perceptions affected student outcomes, researchers used a propensity score matching method: For each student in the treatment group, there was a student in the control sample whose “propensity score”-a rating that encapsulates each students’ relevant characteristics-was closest. The study uses data from the Education Longitudinal Study of 2002 (ELS: 2002), a “nationally representative, longitudinal study of 10th graders in 2002 and 12th graders in 2004.” Selecting approximately twenty-six students from each high school, the study used a combined sample size of 12,500 students. Is there a significant causal-effect relationship between teachers’ low expectation of students and students’ own expectations and achievement? If so, do they vary by race or ethnicity of student? It asks the question: How do math and English teacher perceptions of their students’ academic abilities vary by student race and ethnicity? Additionally, the study looks at teacher underestimations of student ability and its impact on students’ own expectations and achievement. Many scholars have tackled this topic in various ways, but this study looks at subject-specific teacher bias, which manifests itself in terms of teacher perceptions and beliefs of student ability in math and English. A recent study in the Social Science Research journal investigated teacher bias and its profound effects on student achievement. ![]()
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