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Weight bias and grading among middle and high school teachers

机译：中高中教师的重量偏见和分级

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Background Weight bias is a pervasive problem for adolescents in school contexts. Despite evidence of negative attitudes towards students who are overweight, comparatively little research has examined whether teachers provide biased assessments of student work. Aims The purpose of this study was to experimentally test whether middle and high school teachers unfairly assess students who are overweight and perceive them to be less competent. Sample Participants included 133 teachers from first-ring suburban middle and high schools (M-teaching experience = 16 years; 38% male). Methods Teachers evaluated the quality of a bogus student essay assignment accompanied by photographs that portrayed the student as either not overweight or overweight. Weight bias was assessed by having teachers grade the essay and provide perceptions of student sufficiency (perceived effort, need for tutoring, and overall success in school). Opinions about bias in grading for other teachers and self were also assessed. Results Essays for students who were overweight were judged to be similar in structural quality, but were assigned lower grades compared to their healthy weight counterparts. Further, teachers estimated that students who were overweight put forth more effort, needed more remedial assistance, and had lower overall grades in school. Teachers' beliefs about grading bias showed low levels of supposed bias among other teachers and a significantly lesser degree for themselves. Conclusions This study confirms prior research on anti-fat attitudes and provides new evidence of biased attitudes in school settings.
机译：背景技术重量偏差是学校背景中青少年的普遍问题。尽管对超重的学生证明了消极的态度，但对教师是否提供了对学生工作的偏见评估，而是相对较少的研究。目的是本研究的目的是通过实验测试中高中教师是否不公平地评估超重的学生，并认为它们不太有能力。示例参与者包括来自第一圈郊区中高中的133名教师（M教学经验= 16岁;男性38％）。方法教师评估了虚假学生论文任务的质量，伴随着将学生描绘成的照片，无论是不超重还是超重。通过让教师级文章评估重量偏见并提供对学生充足（感知努力，需要辅导，学校的整体成功）的看法。还评估了关于其他教师和自我分级的偏见的意见。结果对于超重的学生的散文被认为是类似的结构质量，但与健康的体重同行相比，分配了较低的等级。此外，教师估计，超重的学生提出了更多的努力，需要更多的补救援助，并在学校的总成绩下降。教师对等级偏见的信念显示出其他教师的低水平，对自己的偏见和对自己的显着较小程度。结论本研究证实了对抗脂肪态度的研究，并提供了学校环境中偏向态度的新证据。

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