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Biased tests
- Publisher
- SAGE
- Copyright
- Copyright © 2019 by American Educational Research Association
- ISSN
- 0002-8312
- eISSN
- 1935-1011
- DOI
- 10.3102/00028312043003531
- Publisher site
- See Article on Publisher Site
Abstract
This longitudinal study examined the PRAXIS I experiences of African American and Latino undergraduates seeking admission into teacher education at a Big Ten university. Participants were 44 students selected from a larger sample enrolled in a recruitment and support program aimed at members of underrepresented minority groups. The theoretical framework included ethnic identity development, stereotype threat, cultural continuity/discontinuity, and bias in standardized testing. Findings showed differences between Latino and African American students who took PRAXIS I and gender and socioeconomic differences within each ethnic group. Three “composite portraits” revealed similarities and differences across race, class, and gender and evidence that PRAXIS I is an inequitable admissions tool.
Journal
American Educational Research Journal – SAGE
Published: Jun 23, 2016
Keywords: equity in teacher education,PRAXIS I bias,recruitment of teachers of color