Could teachers’ racial stereotyping be a cause of black Caribbean boys’ under-achievement at school? That’s the question raised by a
new paper by Simon Burgess and Ellen Greaves.
They compared two measures of children’s ability at age 11: their results on Key Stage 2 tests - which are externally marked - and teachers’ assessments of their ability.
In about three-quarters of cases, the two measures coincided, which is what you‘d expect. There were, though some cases where teachers’ assessments were higher than KS2 results, and some where they were lower. You’d expect this too, as there‘s a random element to exam results and teachers‘ opinions.
But here’s the thing - there are systematic racial differences in these deviations.
Take pupils who achieve level 4 - the expected level - in KS2 tests for English. Among white pupils, 12.4% got worse teachers’ assessments than their KS2 score, and 10.2% got better assessments. However, among black Caribbean pupils, 17.2% got worse teachers’ assessments and only 7.5% better. Among Pakistani pupils, 20.2% got worse assessments than KS2 scores, and only 6.2% better. For pupils entitled to free school meals, 19.1% were under-assessed by teachers and only 5.8% over-assessed.
There were similar, though smaller, patterns for maths tests.
The message here is depressing. Caribbean, Pakistani and poor kids are more likely than richer white ones to be regarded as poor students
even if they are not.
Some teachers, then, seem sometimes* to be seeing what they expect to see. Because they expect Caribbean or poor kids to do badly, this is what they see. Consistent with this, teachers tend to over-assess Indian pupils’ maths abilities.
We shouldn’t, though, be too hard on them for doing this. As
Dan Ariely has
shown (pdf), seeing what we expect to see is a common trait. As he says:
When we believe beforehand that something will be good…it generally will be good - and when we think it will be bad, it will be bad (Predictably Irrational, p160-61)
Even so, the effects of this might be very nasty. Burgess and Greaves fear that if teachers believe pupils are worse than they really are then they might put in less effort, or pupils who feel under-valued might not try so hard. The result could be that these stereotypes might be self-fulfilling.
There’s some experimental evidence that corroborates this, cited by Ariely. Psychologists at Harvard University
got some Asian-American women to sit a maths test. Before the test, some were asked gender-related questions and some race-related questions. And they found that the women who answered the race questions performed better than those who answered the gender ones. This suggests that people can easily be influenced to live up or down to stereotypes. Women who were primed to think like women lived down to the stereotype (“girlies are bad at maths” ) whilst women promed to think of their race ( “Asians are good at sums”) lived up to it, even though the experimenters never mentioned these stereoypes explicitly.
Now, if highly intelligent adults are subject to stereotype effects when presented just once with quite weak cues, isn’t it likely that children will also be subject to them, when confronted continuously with stronger reminders?
Which raises a horrible possibility. Could it be that schools actually increase inequalities of educational achievement - between Caribbeans and whites or between rich and poor - through these stereotype effects? More generally speaking, could it be that the state - far from being a force for greater equality - is actually a force for inequality?
* These qualifications are important. We’re talking marginal statistical tendencies here, not universal facts.
** For my money, Predictably Irrational is by far the best of books of that type.