Université de Lausanne, Switzerland.
Pers Soc Psychol Bull. 2019 Mar;45(3):477-490. doi: 10.1177/0146167218791804. Epub 2018 Aug 15.
Selection practices in education, such as tracking, may represent a structural obstacle that contributes to the social class achievement gap. We hypothesized that school's function of selection leads evaluators to reproduce social inequalities in tracking decisions, even when performance is equal. In two studies, participants (students playing the role of teachers, = 99, or preservice and in-service teachers, = 70) decided which school track was suitable for a pupil whose socioeconomic status (SES) was manipulated. Although pupils' achievement was identical, participants considered a lower track more suitable for lower SES than higher SES pupils, and the higher track more suitable for higher SES than lower SES pupils. A third study ( = 160) revealed that when the selection function of school was salient, rather than its educational function, the gap in tracking between social classes was larger. The selection function of tracking appears to encourage evaluators to artificially create social class inequalities.
教育中的选拔实践，如分类，可能构成一种结构性障碍，导致社会阶层成就差距。我们假设，学校的选拔功能使得评估者在分类决策中复制社会不平等，即使表现是平等的。在两项研究中，参与者（扮演教师角色的学生，n=99，或职前和在职教师，n=70）决定了一个社会经济地位（SES）被操纵的学生适合进入哪个学校轨道。尽管学生的成绩相同，但参与者认为较低 SES 的学生更适合较低轨道，而较高 SES 的学生更适合较高轨道。第三项研究（n=160）表明，当学校的选拔功能突出，而不是其教育功能时，社会阶层之间的分类差距更大。分类的选拔功能似乎鼓励评估者人为地制造社会阶层的不平等。
