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Papers by Sabine Krolak-schwerdt
Studies in Classification, Data Analysis, and Knowledge Organization, 2015
Studies in Classification, Data Analysis, and Knowledge Organization, 2000
Studies in Classification, Data Analysis, and Knowledge Organization, 2000
Studies in Classification, Data Analysis, and Knowledge Organization, 2009
Studies in Classification, Data Analysis, and Knowledge Organization, 2011
Studies in Classification, Data Analysis, and Knowledge Organization, 2013
The Journal of Experimental Education, 2015
European Journal of Psychology of Education, 2014
ABSTRACT Educational research has provided evidence that racial and ethnic minority students are ... more ABSTRACT Educational research has provided evidence that racial and ethnic minority students are disadvantaged in today’s educational systems. Teachers’ stereotypical expectations are believed to contribute to these disadvantages because teachers make decisions about grades, special education, tracking, and school placement. Research so far has shown that teachers’ stereotypical expectations might lead to biased judgments, but the cognitive processes underlying those judgments are less clear. Using an experimental design, we investigated whether inservice and preservice teachers’ judgment accuracy depended on the ethnicity of the students. Moreover, in employing a recognition task, we were able to investigate the kinds of information teachers’ took into account about ethnic minority students when making school placement recommendations. In a sample of 64 inservice and preservice teachers, judgments were found to be less accurate for ethnic minority students than for ethnic majority students, and teachers felt less confident about the judgments they made for ethnic minority students. This lower accuracy of school placement recommendations involved recommendations of ethnic minority students to both higher and lower placements than could be justified academically. The recognition data revealed that under- and overestimation of ethnic minority students were due to a less accurate encoding of the information about ethnic minority students than about ethnic majority students and that grade information for ethnic minority students in particular was not strongly encoded. The findings are discussed in terms of their implications for tracked systems and in terms of interventions that might have the potential to reduce stereotype application.
Social Psychology of Education, 2014
ABSTRACT Teachers develop stereotypical expectations about students, but this categorical knowled... more ABSTRACT Teachers develop stereotypical expectations about students, but this categorical knowledge can influence their judgments about students. Although teachers’ stereotypical expectations about students have been investigated in the educational domain, this research has mostly measured only the teachers’ judgments. However, the judgment is only the outcome of preceding information processing, which consists of different stages that might be influenced by social categories. Drawing on dual process theories of impression and judgment formation, we investigated teachers’ information processing and judgment processes. In Study 1, we compared the processing of neutral information and information about a racial minority student. In Study 2, we investigated how teachers derive judgments of students from families with high versus low socioeconomic backgrounds. Both studies revealed that perception and memory were affected by social categories but showed no impact of categorical information on teachers’ judgments. Thus, the results indicated stereotype activation but not application, as teachers seemed to suppress their stereotypical expectations when it comes to the judgment. The implications of the results for future research as well as for teacher training are discussed.
European Journal of Psychology of Education, 2015
ABSTRACT http://link.springer.com/article/10.1007/s10212-015-0259-4
![Research paper thumbnail of Der Übergang vom Primar- zum Sekundarschulbereich: Übergangsentscheidungen von Lehrkräften [The transition from primary to secondary education: Teachers’ transition decisions]](https://attachments.academia-assets.com/53313272/thumbnails/1.jpg)
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Studies in Classification, Data Analysis, and Knowledge Organization, 2013
Zeitschrift für Erziehungswissenschaft, 2013
ABSTRACT Mit dieser Studie wurde anhand einer Stichprobe von 2925 Schülern aus luxemburgischen Gr... more ABSTRACT Mit dieser Studie wurde anhand einer Stichprobe von 2925 Schülern aus luxemburgischen Grundschulen geprüft, inwieweit die Leistungen von Schülern luxemburgischer Grundschulen und Merkmale ihres sozialen Hintergrundes Eingang finden in die Sekundarschulempfehlungen, die am Ende ihrer Grundschulzeit ausgesprochen wurden. Zur Analyse des Gewichts unterschiedlicher Prädiktoren für die Sekundarschulempfehlung wurde ein Zweiebenenmodell der logistischen Regression verwendet. Im Wesentlichen ergaben sich folgende Befunde: Schulnoten und Ergebnisse aus standardisierten Schulleistungstests stellten die stärksten Prädiktoren für die Sekundarschulempfehlung dar. Nach den individuellen Schülerleistungen war der Elternwunsch der stärkste Prädiktor für die Sekundarschulempfehlung. Darüber hinaus hingen sowohl die Nationalität als auch der sozioökonomische Status der Schüler mit der Sekundarschulempfehlung zusammen. Selbst bei Kontrolle ihrer schulischen Leistungen erhielten Schüler mit Migrationshintergrund seltener eine Empfehlung für den höchsten Schulzweig als Schüler ohne Migrationshintergrund. Ein hohes Klassenleistungsniveau führte bei Kontrolle der individuellen Leistungen seltener zu Empfehlungen für den höchsten Schulzweig als ein niedriges Klassenleistungsniveau.
Zeitschrift für Pädagogische Psychologie, 2009
Applied psychology. Health and well-being, 2013
Although alcohol consumption is a leading risk factor for major illnesses, warning labels are sti... more Although alcohol consumption is a leading risk factor for major illnesses, warning labels are still not being used. Alcohol consumption is related to positive and negative outcome expectancies, which both play a crucial role. This study compared the effectiveness of warning labels that contradicted positive outcome expectancies with health-related warning labels among a college-aged German sample (N = 40). Half of the participants received health-related warning labels while half received positive-related warning labels. Implicit attitudes were assessed before and after warning-label exposure. Explicit attitudes and outcome expectancies were assessed after exposure. Participants' usual drinking behavior was assessed before exposure to warning labels, and their drinking intentions were measured afterwards. Participants exposed to positive-related warning labels had marginally more negative implicit attitudes compared to their own prior attitudes. They tended to perceive lower soc...
Studies in Classification, Data Analysis, and Knowledge Organization, 2006
Studies in Classification, Data Analysis, and Knowledge Organization, 2003
In this paper methods to cluster analyze two-mode data are discussed which assume that both objec... more In this paper methods to cluster analyze two-mode data are discussed which assume that both objects and attributes contribute to the uncovering of meaningful patterns of clusters. Two-mode methods are reviewed and criteria are proposed which aim at a comparison and evaluation of the reviewed methods. The selected criteria show that most two-mode approaches suffer from drawbacks concerning interpretation of
Teachers’ Professional Development, 2014
Studies in Classification, Data Analysis, and Knowledge Organization, 2015
Studies in Classification, Data Analysis, and Knowledge Organization, 2000
Studies in Classification, Data Analysis, and Knowledge Organization, 2000
Studies in Classification, Data Analysis, and Knowledge Organization, 2009
Studies in Classification, Data Analysis, and Knowledge Organization, 2011
Studies in Classification, Data Analysis, and Knowledge Organization, 2013
The Journal of Experimental Education, 2015
European Journal of Psychology of Education, 2014
ABSTRACT Educational research has provided evidence that racial and ethnic minority students are ... more ABSTRACT Educational research has provided evidence that racial and ethnic minority students are disadvantaged in today’s educational systems. Teachers’ stereotypical expectations are believed to contribute to these disadvantages because teachers make decisions about grades, special education, tracking, and school placement. Research so far has shown that teachers’ stereotypical expectations might lead to biased judgments, but the cognitive processes underlying those judgments are less clear. Using an experimental design, we investigated whether inservice and preservice teachers’ judgment accuracy depended on the ethnicity of the students. Moreover, in employing a recognition task, we were able to investigate the kinds of information teachers’ took into account about ethnic minority students when making school placement recommendations. In a sample of 64 inservice and preservice teachers, judgments were found to be less accurate for ethnic minority students than for ethnic majority students, and teachers felt less confident about the judgments they made for ethnic minority students. This lower accuracy of school placement recommendations involved recommendations of ethnic minority students to both higher and lower placements than could be justified academically. The recognition data revealed that under- and overestimation of ethnic minority students were due to a less accurate encoding of the information about ethnic minority students than about ethnic majority students and that grade information for ethnic minority students in particular was not strongly encoded. The findings are discussed in terms of their implications for tracked systems and in terms of interventions that might have the potential to reduce stereotype application.
Social Psychology of Education, 2014
ABSTRACT Teachers develop stereotypical expectations about students, but this categorical knowled... more ABSTRACT Teachers develop stereotypical expectations about students, but this categorical knowledge can influence their judgments about students. Although teachers’ stereotypical expectations about students have been investigated in the educational domain, this research has mostly measured only the teachers’ judgments. However, the judgment is only the outcome of preceding information processing, which consists of different stages that might be influenced by social categories. Drawing on dual process theories of impression and judgment formation, we investigated teachers’ information processing and judgment processes. In Study 1, we compared the processing of neutral information and information about a racial minority student. In Study 2, we investigated how teachers derive judgments of students from families with high versus low socioeconomic backgrounds. Both studies revealed that perception and memory were affected by social categories but showed no impact of categorical information on teachers’ judgments. Thus, the results indicated stereotype activation but not application, as teachers seemed to suppress their stereotypical expectations when it comes to the judgment. The implications of the results for future research as well as for teacher training are discussed.
European Journal of Psychology of Education, 2015
ABSTRACT http://link.springer.com/article/10.1007/s10212-015-0259-4
Studies in Classification, Data Analysis, and Knowledge Organization, 2013
Zeitschrift für Erziehungswissenschaft, 2013
ABSTRACT Mit dieser Studie wurde anhand einer Stichprobe von 2925 Schülern aus luxemburgischen Gr... more ABSTRACT Mit dieser Studie wurde anhand einer Stichprobe von 2925 Schülern aus luxemburgischen Grundschulen geprüft, inwieweit die Leistungen von Schülern luxemburgischer Grundschulen und Merkmale ihres sozialen Hintergrundes Eingang finden in die Sekundarschulempfehlungen, die am Ende ihrer Grundschulzeit ausgesprochen wurden. Zur Analyse des Gewichts unterschiedlicher Prädiktoren für die Sekundarschulempfehlung wurde ein Zweiebenenmodell der logistischen Regression verwendet. Im Wesentlichen ergaben sich folgende Befunde: Schulnoten und Ergebnisse aus standardisierten Schulleistungstests stellten die stärksten Prädiktoren für die Sekundarschulempfehlung dar. Nach den individuellen Schülerleistungen war der Elternwunsch der stärkste Prädiktor für die Sekundarschulempfehlung. Darüber hinaus hingen sowohl die Nationalität als auch der sozioökonomische Status der Schüler mit der Sekundarschulempfehlung zusammen. Selbst bei Kontrolle ihrer schulischen Leistungen erhielten Schüler mit Migrationshintergrund seltener eine Empfehlung für den höchsten Schulzweig als Schüler ohne Migrationshintergrund. Ein hohes Klassenleistungsniveau führte bei Kontrolle der individuellen Leistungen seltener zu Empfehlungen für den höchsten Schulzweig als ein niedriges Klassenleistungsniveau.
Zeitschrift für Pädagogische Psychologie, 2009
Applied psychology. Health and well-being, 2013
Although alcohol consumption is a leading risk factor for major illnesses, warning labels are sti... more Although alcohol consumption is a leading risk factor for major illnesses, warning labels are still not being used. Alcohol consumption is related to positive and negative outcome expectancies, which both play a crucial role. This study compared the effectiveness of warning labels that contradicted positive outcome expectancies with health-related warning labels among a college-aged German sample (N = 40). Half of the participants received health-related warning labels while half received positive-related warning labels. Implicit attitudes were assessed before and after warning-label exposure. Explicit attitudes and outcome expectancies were assessed after exposure. Participants' usual drinking behavior was assessed before exposure to warning labels, and their drinking intentions were measured afterwards. Participants exposed to positive-related warning labels had marginally more negative implicit attitudes compared to their own prior attitudes. They tended to perceive lower soc...
Studies in Classification, Data Analysis, and Knowledge Organization, 2006
Studies in Classification, Data Analysis, and Knowledge Organization, 2003
In this paper methods to cluster analyze two-mode data are discussed which assume that both objec... more In this paper methods to cluster analyze two-mode data are discussed which assume that both objects and attributes contribute to the uncovering of meaningful patterns of clusters. Two-mode methods are reviewed and criteria are proposed which aim at a comparison and evaluation of the reviewed methods. The selected criteria show that most two-mode approaches suffer from drawbacks concerning interpretation of
Teachers’ Professional Development, 2014