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ERIC Number: EJ1331695
Record Type: Journal
Publication Date: 2022
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1530-5058
EISSN: N/A
Is There Bias in Alternatives to Standardized Tests? An Investigation into Letters of Recommendation
Dalal, Dev K.; Randall, Jason G.; Cheung, Ho Kwan; Gorman, Brandon C.; Roch, Sylvia G.; Williams, Kevin J.
International Journal of Testing, v22 n1 p21-42 2022
Individuals concerned with subgroup differences on standardized tests suggest replacing these tests with holistic evaluations of unstructured application materials, such as letters of recommendation (LORs), which they posit show less bias. We empirically investigate this proposition that LORs are bias-free, and argue that LORs might actually invite systematic, race and gender subgroup differences in the content and evaluation of LORs. We text analyzed over 37,000 LORs submitted on behalf of over 10,000 graduate school applicants. Results showed that LOR content does differ across applicants. Furthermore, we see some systematic gender, race, and gender-race intersection differences in LOR content. Content of LORs also systematically differed between degree programs (S.T.E.M. vs. non-S.T.E.M.) and degree sought (doctoral vs. masters). Finally, LOR content alone did not predict an appreciable amount of variance in offers of admission (the first barrier to increasing diversity and inclusion in graduate programs). Our results, combined with past research on LOR content bias, highlight concerns that LORs can be biased against marginalized groups. We conclude with suggestions for reducing potential bias in LOR and for increasing diversity in graduate programs.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Graduate Record Examinations
Grant or Contract Numbers: N/A