Class-based differences are quite salient in some countries and less so in others so it would certainly be interesting to investigate this effect elsewhere.

Yes, I think both of your suggestions are likely to contribute to an overall picture. I would also speculate that teachers may infer subtle cues from identity markers like accent and through classroom discussions that touch on students’ home lives and extra curricular activities.

“Whether students played by the rules by raising their hands or broke the rules by calling out, they were less likely to have their participation attempts accepted if they came from a working-class background”

This sounds familiar

Thank you for your kind words, @harrymlewis.bsky.social

And here’s the link: doi.org/10.3102/0013...

See you there!