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Same Work, Lower Grade? Student Ethnicity and Teachers’ Subjective Assessments

Author

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  • Reyn van Ewijk

    (VU University Amsterdam, and Netspar)

Abstract
Previous research shows that ethnic minority students perform poorer in school when they are taught by ethnic majority teachers. Why this is the case was unclear. This paper focuses on one important potential explanation: I examine whether ethnic majority teachers grade minority and majority students differently for the same work. Using an experiment, I rule out the existence of such a direct grading bias. I do find indirect evidence for alternative explanations: teachers report lower expectations and unfavorable attitudes that both likely affect their behavior towards minority students, potentially inducing them to perform below their ability level. Effects of having majority teachers on minority students' grades hence seem more likely to be indirect than direct.This discussion paper resulted in a publication in 'Economics of Education Review' (30) 1045-1058.

Suggested Citation

  • Reyn van Ewijk, 2010. "Same Work, Lower Grade? Student Ethnicity and Teachers’ Subjective Assessments," Tinbergen Institute Discussion Papers 10-127/3, Tinbergen Institute.
    • Handle: RePEc:tin:wpaper:20100127
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    References listed on IDEAS

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    1. Amine Ouazad, 2008. "Assessed by a Teacher Like Me: Race, Gender and Subjective Evaluations," CEE Discussion Papers 0098, Centre for the Economics of Education, LSE.
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    More about this item

    Keywords

    Ethnicity; Discrimination; Grading; Experiment;
    All these keywords.

    JEL classification:

    • I2 - Health, Education, and Welfare - - Education
    • J15 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Minorities, Races, Indigenous Peoples, and Immigrants; Non-labor Discrimination

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