| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w25333 |
| 来源ID | Working Paper 25333 |
| Revealing Stereotypes: Evidence from Immigrants in Schools | |
| Alberto Alesina; Michela Carlana; Eliana La Ferrara; Paolo Pinotti | |
| 发表日期 | 2018-12-10 |
| 出版年 | 2018 |
| 语种 | 英语 |
| 摘要 | If individuals become aware of their stereotypes, do they change their behavior? We study this question in the context of teachers’ bias in grading immigrants and native children in middle schools. Teachers give lower grades to immigrant students compared to natives who have the same performance on standardized, blindly-graded tests. We then relate differences in grading to teachers’ stereotypes, elicited through an Implicit Association Test (IAT). We find that math teachers with stronger stereotypes give lower grades to immigrants compared to natives with the same performance. Literature teachers do not differentially grade immigrants based on their own stereotypes. Finally, we share teachers’ own IAT score with them, randomizing the timing of disclosure around the date on which they assign term grades. All teachers informed of their stereotypes before term grading increase grades assigned to immigrants. Revealing stereotypes may be a powerful intervention to decrease discrimination, but it may also induce a reaction from individuals who were not acting in a biased way. |
| 主题 | International Economics ; Globalization and International Relations ; Health, Education, and Welfare ; Education |
| URL | https://www.nber.org/papers/w25333 |
| 来源智库 | National Bureau of Economic Research (United States) |
| 引用统计 | |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/583006 |
| 推荐引用方式 GB/T 7714 | Alberto Alesina,Michela Carlana,Eliana La Ferrara,et al. Revealing Stereotypes: Evidence from Immigrants in Schools. 2018. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| w25333.pdf（566KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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