The effect of teachers’ implicit attitudes regarding students’ SES on students’ track recommendations

Abstract

The aim of the current study was to investigate an effect of teachers’ implicit attitudes regarding students’ socioeconomic status (SES) and the socioeconomic position of the school where teachers are employed on students’ track recommendations. 73 primary school teachers participated in this vignette-based experimental study that consisted two conditions. Participants in this study had to decide which track recommendation was most suitable for the fictional student in the vignette that was presented. Afterwards, participants completed an Implicit Association Test (IAT), to measure implicit attitudes regarding SES. Participants indicated negative implicit attitudes towards students with a low SES. These implicit attitudes did not account for differences in track recommendations. Finally, no effects were found of school SES on students’ track recommendations.