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"Test Bias"
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Bias in the Air: A Nationwide Exploration of Teachers’ Implicit Racial Attitudes, Aggregate Bias, and Student Outcomes
Theory suggests that teachers’ implicit racial attitudes affect their students, but large-scale evidence on U.S. teachers’ implicit biases and their correlates is lacking. Using nationwide data from Project Implicit, we found that teachers’ implicit White/Black biases (as measured by the implicit association test) vary by teacher gender and race. Teachers’ adjusted bias levels are lower in counties with larger shares of Black students. In the aggregate, counties in which teachers hold higher levels of implicit and explicit racial bias have larger adjusted White/Black test score inequalities and White/Black suspension disparities.
Journal Article
Debiasing Training Improves Decision Making in the Field
The primary objection to debiasing-training interventions is a lack of evidence that they improve decision making in field settings, where reminders of bias are absent. We gave graduate students in three professional programs (N = 290) a one-shot training intervention that reduces confirmation bias in laboratory experiments. Natural variance in the training schedule assigned participants to receive training before or after solving an unannounced business case modeled on the decision to launch the Space Shuttle Challenger. We used case solutions to surreptitiously measure participants’ susceptibility to confirmation bias. Trained participants were 19% less likely to choose the inferior hypothesis-confirming solution than untrained participants. Analysis of case write-ups suggests that a reduction in confirmatory hypothesis testing accounts for their improved decision making in the case. The results provide promising evidence that debiasing-training effects transfer to field settings and can improve decision making in professional and private life.
Journal Article
IMPLICIT STEREOTYPES
I study whether exposure to teacher stereotypes, as measured by the Gender-Science Implicit Association Test, affects student achievement. I provide evidence that the gender gap in math performance, defined as the score of boys minus the score of girls in standardized tests, substantially increases when students are assigned to math teachers with stronger gender stereotypes. Teacher stereotypes induce girls to underperform in math and self-select into less demanding high schools, following the track recommendation of their teachers. These effects are at least partially driven by lower self-confidence on math ability of girls exposed to gender-biased teachers. Stereotypes impair the test performance of girls, who end up failing to achieve their full potential. I do not detect statistically significant effects on student outcomes of literature teacher stereotypes.
Journal Article
Measuring the Impacts of Teachers I: Evaluating Bias in Teacher Value-Added Estimates
Are teachers' impacts on students' test scores (value-added) a good measure of their quality? One reason this question has sparked debate is disagreement about whether value-added (VA) measures provide unbiased estimates of teachers' causal impacts on student achievement. We test for bias in VA using previously unobserved parent characteristics and a quasi-experimental design based on changes in teaching staff. Using school district and tax records for more than one million children, we find that VA models which control for a student's prior test scores provide unbiased forecasts of teachers' impacts on student achievement.
Journal Article
Large Cross-National Differences in Gene × Socioeconomic Status Interaction on Intelligence
A core hypothesis in developmental theory predicts that genetic influences on intelligence and academic achievement are suppressed under conditions of socioeconomic privation and more fully realized under conditions of socioeconomic advantage: a Gene × Childhood Socioeconomic Status (SES) interaction. Tests of this hypothesis have produced apparently inconsistent results. We performed a meta-analysis of tests of Gene × SES interaction on intelligence and academic-achievement test scores, allowing for stratification by nation (United States vs. non–United States), and we conducted rigorous tests for publication bias and between-studies heterogeneity. In U.S. studies, we found clear support for moderately sized Gene × SES effects. In studies from Western Europe and Australia, where social policies ensure more uniform access to high-quality education and health care, Gene × SES effects were zero or reversed.
Journal Article
What Would It Take to Change an Inference? Using Rubin's Causal Model to Interpret the Robustness of Causal Inferences
We contribute to debate about causal inferences in educational research in two ways. First, we quantify how much bias there must be in an estimate to invalidate an inference. Second, we utilize Rubins causal model to interpret the bias necessary to invalidate an inference in terms of sample replacement. We apply our analysis to an inference of a positive effect of Open Court Curriculum on reading achievement from a randomized experiment, and an inference of a negative effect of kindergarten retention on reading achievement from an observational study. We consider details of our framework, and then discuss how our approach informs judgment of inference relative to study design. We conclude with implications for scientific discourse.
Journal Article
Experienced incivility in the workplace: A meta-analytical review of its construct validity and nomological network
Although workplace incivility has received increasing attention in organizational research over the past two decades, there have been recurring questions about its construct validity, especially vis-à-vis other forms of workplace mistreatment. Also, the antecedents of experienced incivility remain understudied, leaving an incomplete understanding of its nomological network. In this meta-analysis using Schmidt and Hunter's [Methods of meta-analysis: Correcting error and bias in research findings (3rd ed.), Sage] random-effect meta-analytic methods, we validate the construct of incivility by testing its reliability, convergent and discriminant validity, as well as its incremental predictive validity over other forms of mistreatment. We also extend its nomological network by drawing on the perpetrator predation framework to systematically study the antecedents of experienced incivility. Based on 105 independent samples and 51,008 participants, we find extensive support for incivility's construct validity. Besides, we demonstrate that demographic characteristics (gender, race, rank, and tenure), personality traits (agreeableness, conscientiousness, neuroticism, negative affectivity, and self-esteem), and contextual factors (perceived uncivil climate and socially supportive climate) are important antecedents of experienced incivility, with contextual factors displaying a stronger association with incivility. In a supplementary primary study with 457 participants, we find further support for the construct validity of incivility. We discuss the theoretical and practical implications of this study. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
Paper
Correction of the Popular Bias Test Method Recommended by ISO/TS16949 for Manufacturing Industries
Measurement systems play important roles in producing consistent, high quality products in manufacturing industries. An important requirement for a measurement system is the consistency or stability of its measurement results. The measurement bias needs to be checked periodically in production to decide whether the measurement system needs to be recalibrated timely to maintain the consistency. A very popular conventional method of statistical bias test recommended by ISO/TS16949 for manufacturing industries has been reviewed. Its flaws and problems are pointed out and illustrated with special examples. A new method of engineering bias test and its equivalent accuracy test have been proposed to correct the problems of the conventional statistical bias test.
Journal Article
Mediating Effects of Parental Stress on Harsh Parenting and Parent-Child Relationship during Coronavirus (COVID-19) Pandemic in Singapore
Because of the Coronavirus (COVID-19) pandemic, “Circuit-breaker” safety distancing was implemented in Singapore from April to May 2020. Schools and workplaces were closed and parents had to balance telecommuting with parenting responsibilities. Coupled with the high degree of economic uncertainty and reduced social support, these circumstances are hypothesized to increase parenting stress. Based on the Parental Stress Model, this study aims to understand how parents’ perceived impact of COVID-19 increased harsh parenting and reduced parent-child relationship closeness through the mediating effects of parenting stress. We collected data from 258 parents living in Singapore using online surveys disseminated through Facebook and community organizations. Our predictor was the perceived impact of COVID-19. Parental stress (mediator) was measured with the Parental Stress Scale. Two outcomes were used: parent-child relationship closeness and harsh parenting (spanking, yelling). Using mediation analysis in the SEM framework, we tested the indirect effects using bias-corrected bootstrap confidence intervals. Our results indicated that parenting stress was a significant mediator in the relationship between the perceived impact of COVID-19 and (a) parent-child closeness (indirect effect = −.30, Bootstrap 99% CI[−.59, −.11]) and (b) harsh parenting (indirect effect = .58, Bootstrap 99% CI[.25, .94]). The impact of COVID-19 and stay-home orders can increase parenting stress. This, in turn, has a negative impact on parenting by affecting parents’ relationship with their children and increasing the use of harsh parenting. Given that these are risk factors for potential child abuse, supporting parents and mitigating the impact of COVID-19 are important.
Journal Article