ORCID Profile
0000-0002-4669-1463
Current Organisation
Université de Lausanne
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Publisher: Frontiers Media SA
Date: 04-06-2015
Publisher: SAGE Publications
Date: 17-08-2022
DOI: 10.1177/19485506221111017
Abstract: Educational institutions are imbued with an institutional meritocratic discourse: only merit counts for academic success. In this article, we study whether this institutional belief has an impact beyond its primary function of encouraging students to study. We propose that belief in school meritocracy has broader societal impact by legitimizing the social class hierarchy it produces and encouraging the maintenance of inequalities. The results of four studies (one correlational study, N total = 198 one experiment, N total = 198 and two international data surveys, N total = 88,421 in 40+countries) indicate that belief in school meritocracy reduces the perceived unfairness of social class inequality in society, support for affirmative action policies at university and support for policies aimed at reducing income inequality. Together, these studies show that the belief that schools are meritocratic carries consequences beyond the school context as it is associated with attitudes that maintain social class and economic inequality.
Publisher: Wiley
Date: 10-07-2019
DOI: 10.1002/CASP.2409
Publisher: Wiley
Date: 30-06-2020
DOI: 10.1002/EJSP.2694
Publisher: SAGE Publications
Date: 15-08-2018
Abstract: Selection practices in education, such as tracking, may represent a structural obstacle that contributes to the social class achievement gap. We hypothesized that school’s function of selection leads evaluators to reproduce social inequalities in tracking decisions, even when performance is equal. In two studies, participants (students playing the role of teachers, N = 99, or preservice and in-service teachers, N = 70) decided which school track was suitable for a pupil whose socioeconomic status (SES) was manipulated. Although pupils’ achievement was identical, participants considered a lower track more suitable for lower SES than higher SES pupils, and the higher track more suitable for higher SES than lower SES pupils. A third study ( N = 160) revealed that when the selection function of school was salient, rather than its educational function, the gap in tracking between social classes was larger. The selection function of tracking appears to encourage evaluators to artificially create social class inequalities.
Publisher: Wiley
Date: 10-07-2019
DOI: 10.1002/CASP.2409
Publisher: Wiley
Date: 18-11-2020
DOI: 10.1111/SIPR.12072
Publisher: American Psychological Association (APA)
Date: 05-2019
DOI: 10.1037/EDU0000307
Location: United States of America
No related grants have been discovered for Anatolia Batruch.