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Do stereotypes strike twice?

  • Stereotypes influence teachers' perception of and behaviour towards students, thus shaping students' learning opportunities. The present study investigated how 315 Australian pre-service teachers' stereotypes about giftedness and gender are related to their perception of students' intellectual ability, adjustment, and social-emotional ability, using an experimental vignette approach and controlling for social desirability in pre-service teachers' responses. Repeated-measures ANOVA showed that pre-service teachers associated giftedness with higher intellectual ability, but with less adjustment compared to average-ability students. Furthermore, pre-service teachers perceived male students as less socially and emotionally competent and less adjusted than female students. Additionally, pre-service teachers seemed to perceive female average-ability students' adjustment as most favourable compared to male average-ability students and gifted students. Findings point to discrepancies between actual characteristics of gifted female and maleStereotypes influence teachers' perception of and behaviour towards students, thus shaping students' learning opportunities. The present study investigated how 315 Australian pre-service teachers' stereotypes about giftedness and gender are related to their perception of students' intellectual ability, adjustment, and social-emotional ability, using an experimental vignette approach and controlling for social desirability in pre-service teachers' responses. Repeated-measures ANOVA showed that pre-service teachers associated giftedness with higher intellectual ability, but with less adjustment compared to average-ability students. Furthermore, pre-service teachers perceived male students as less socially and emotionally competent and less adjusted than female students. Additionally, pre-service teachers seemed to perceive female average-ability students' adjustment as most favourable compared to male average-ability students and gifted students. Findings point to discrepancies between actual characteristics of gifted female and male students and stereotypes in teachers' beliefs. Consequences of stereotyping and implications for teacher education are discussed.zeige mehrzeige weniger

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Metadaten
Verfasserangaben:Svenja MatheisORCiDGND, Lena KellerORCiDGND, Leonie KronborgORCiD, Manfred SchmittGND, Franzis PreckelORCiDGND
URN:urn:nbn:de:kobv:517-opus4-513701
DOI:https://doi.org/10.25932/publishup-51370
ISSN:1866-8364
Titel des übergeordneten Werks (Deutsch):Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe
Untertitel (Englisch):Giftedness and gender stereotypes in pre-service teachers’ beliefs about student characteristics in Australia
Schriftenreihe (Bandnummer):Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe (863)
Publikationstyp:Postprint
Sprache:Englisch
Datum der Erstveröffentlichung:18.02.2019
Erscheinungsjahr:2019
Veröffentlichende Institution:Universität Potsdam
Datum der Freischaltung:23.04.2024
Freies Schlagwort / Tag:Australian culture; gender; giftedness; stereotypes; teacher beliefs; teacher education
Ausgabe:2
Seitenanzahl:22
Quelle:Asia-Pacific Journal of Teacher Education, 48:2, 213-232, DOI: 10.1080/1359866X.2019.1576029
Organisationseinheiten:Humanwissenschaftliche Fakultät / Strukturbereich Bildungswissenschaften / Department Erziehungswissenschaft
DDC-Klassifikation:1 Philosophie und Psychologie / 15 Psychologie / 150 Psychologie
3 Sozialwissenschaften / 37 Bildung und Erziehung / 370 Bildung und Erziehung
Peer Review:Referiert
Publikationsweg:Open Access / Green Open-Access
Lizenz (Deutsch):License LogoCC-BY-NC-ND - Namensnennung, nicht kommerziell, keine Bearbeitungen 4.0 International
Externe Anmerkung:Bibliographieeintrag der Originalveröffentlichung/Quelle
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