Does ethnicity matter? The impact of stereotypical expectations on in-service teachers’ judgments of students

Social Psychology of Education

Volumn 19, Issue 3, 2016, Pages 493-509

  Glock, Sabine ^a  

^a UNIVERSITY OF WUPPERTAL   (Germany)

Author keywords

Ethnic minority students; In service teachers; Stereotypical expectations; Teacher judgment

Indexed keywords

EID: 84975257976     PISSN: 13812890     EISSN: 15731928     Source Type: Journal    
DOI: 10.1007/s11218-016-9349-7     Document Type: Article

References (90)

1. Agirdag, O., Van Houtte, M., & Van Avermaet, P. (2013). School segregation and self-fulfilling prophecies as determinants of academic achievement in Flanders. In S. De Groof & M. Elchardus (Eds.), Early school leaving and youth unemployment (pp. 46–74). Amsterdam: Amsterdam University Press.
2. Bakari, R. (2003). Preservice teachers’ attitudes toward teaching African American students: Contemporary research. Urban Education, 38, 640–654. doi:10.1177/0042085903257317.
3. Bargh, J. A. (1994). The four horsemen of automaticity: Awareness, intention, efficiency, and control in social cognition. In R. S. Wyer & T. K. Srull (Eds.), Handbook of social cognition (pp. 1–40). Hillsdale, NJ: Erlbaum.
4. Bargh, J. A. (1999). The cognitive monster: The case against the controllability of automatic stereotype effects. In S. Chaiken & Y. Trope (Eds.), Dual-process theories in social psychology (pp. 361–382). New York, NY: Guilford Press.
5. Blair, I. V., & Banaji, M. R. (1996). Automatic and controlled processes in stereotype priming. Journal of Personality and Social Psychology, 70, 1142–1163. doi:10.1037/0022-3514.70.6.1142.
6. Blase, J. J. (1982). A social-psychological grounded theory of teacher stress and burnout. Educational Administration Quarterly, 18, 93–113. doi:10.1177/0013161X82018004008.
7. Bless, H., Schwarz, N., Bodenhausen, G. V., & Thiel, L. (2001). Personalized versus generalized benefits of stereotype disconfirmation: Trade-offs in the evaluation of atypical exemplars and their social groups. Journal of Experimental Social Psychology, 37, 386–397. doi:10.1006/jesp.2000.1459.
8. Bodenhausen, G. V., Schwarz, N., Bless, H., & Wänke, M. (1995). Effects of atypical exemplars on racial beliefs: Enlightened racism or generalized appraisals. Journal of Experimental Social Psychology, 31, 48–63. doi:10.1006/jesp.1995.1003.
9. Brewer, M. B. (1988). A dual process model of impression formation. In R. S. Wyer & T. K. Srull (Eds.), Advances in Social Cognition (pp. 1–36). Hillsdale, NJ: Erlbaum.
10. Brophy, J. E. (1983). Research on the self-fulfilling prophecy and teacher expectations. Journal of Educational Psychology, 75, 631–661. doi:10.1037/0022-0663.75.5.631.
11. Carlston, D. E., & Smith, E. R. (1996). Principles of mental representation. In E. T. Higgins & A. W. Kruglanski (Eds.), Social psychology: Handbook of basic principles (pp. 184–210). New York, NY: Guilford Press.
12. Clotfelter, C. T., Ladd, H. F., Vigdor, J. L., & Diaz, R. A. (2004). Do school accountability systems make it more difficult for low-performing schools to attract and retain high-quality teachers? Journal of Policy Analysis and Management, 23, 251–271. doi:10.1002/pam.20003.
13. Coie, J. D., Dodge, K. A., & Kupersmidt, J. B. (1990). Peer group behaviour and social status. In S. R. Asher & J. D. Coie (Eds.), Peer rejection in childhood (pp. 17–59). Cambridge, MA: Cambridge University Press.
14. Cummins, J. (1979). Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, 19, 121–129.
15. Dasgupta, N., & Greenwald, A. G. (2001). On the malleability of automatic attitudes: Combating automatic prejudice with images of admired and disliked individuals. Journal of Personality and Social Psychology, 81, 800–814. doi:10.1037/0022-3514.81.5.800.
16. Dauber, S. L., Alexander, K. L., & Entwisle, D. R. (1996). Tracking and transitions through the middle grades: Channeling educational trajectories. Sociology of Education, 69, 290–307.
17. Dee, T. S. (2005). A teacher like me: Does race, ethnicity, or gender matter? The American Economic Review, 95, 158–165. doi:10.1257/000282805774670446.
18. Devine, P. G. (1989). Stereotypes and prejudice: Their automatic and controlled components. Journal of Personality and Social Psychology, 56, 5–18. doi:10.1037//0022-3514.56.1.5.
19. Diamond, J. B., Randolph, A., & Spillane, J. P. (2004). Teachers’ expectations and sense of responsibility for student learning: The importance of race, class, and organizational habitus. Anthropology & Education Quarterly, 35, 75–98. doi:10.1525/aeq.2004.35.1.75.
20. Dixon, J., Durrheim, K., & Tredoux, C. (2005). Beyond the optimal contact strategy: A reality check for the contact hypothesis. The American Psychologist, 60, 867–872. doi:10.1037/0003-066X.60.7.697.
21. Driessen, G., de Bot, K., & van der Slik, F. W. P. (2002). Home language and language proficiency: A large-scale longitudinal study in Dutch primary schools. Journal of Multilingual and Multicultural Development, 23, 175–194. doi:10.1080/01434630208666464.
22. Driessen, G., & van Langen, A. (2013). Gender differences in primary and secondary education: Are girls really outperforming boys? International Review of Education, 59, 67–86. doi:10.1007/s11159-013-9352-6.
23. Dronkers, J., & de Heus, M. (2016). The educational performance of children of immigrants in sixteen OECD countries. In M. J. Besharov & M. H. Lopez (Eds.), A world in motion: Trends in migration and migration policy (pp. 264–290). Oxford, UK: Oxford University Press.
24. Dunkake, I. (2015). Populär oder abgelehnt? Eine empirische Untersuchung über die soziometrischen Positionen von Schülerinnen und Schülern in Hauptschulklassen (Popular or rejected? A study on the socio-metric position of students). Zeitschrift für Bildungsforschung, 5, 295–312. doi:10.1007/s35834-015-0135-y.
25. Ernst-Slavit, G., & Mason, M. R. (2011). “Words that hold us up”: Teacher talk and academic language in five upper elementary classrooms. Linguistics and Education, 22, 430–440. doi:10.1016/j.linged.2011.04.004.
26. Fiske, S. T., & Neuberg, S. L. (1990). A continuum of impression formation from category-based to individuating processes: Influences of information and motivation on attention and interpretation. In M. P. Zanna (Ed.), Advances in Experimental Social Psychology (Vol. 23, pp. 1–74). New York: Academic Press.
27. Fiske, S. T., Neuberg, S. L., Beattie, A. E., & Milberg, S. J. (1987). Category-based and attribute-based reactions to others: Some informational conditions of stereotyping and individuating processes. Journal of Experimental Social Psychology, 23, 399–427.
28. Fleischman, H. L., Hopstock, P. J., Pelczar, M. P., & Shelley, B. E. (2010). Highlights From PISA 2009: Performance of U.S. 15-year-old student in reading, mathematics, and science literacy in an international context. Washington, DC: U.S. Department of Education, National Center for Education Statistics. Government Printing Office.
29. Friedman, I. A. (1995). Student behavior patterns contributing to teacher burnout. The Journal of Educational Research, 88, 281–289. doi:10.1080/00220671.1995.9941312.
30. Gao, W., & Mager, G. (2011). Enhancing preservice teachers’ sense of efficacy and attitudes toward school diversity through preparation: A case of one U.S. inclusive teacher education program. International Journal of Special Education, 26, 89–104.
31. Geving, A. M. (2007). Identifying the types of student and teacher behaviours associated with teacher stress. Teaching and Teacher Education, 23, 624–640. doi:10.1016/j.tate.2007.02.006.
32. Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569–582. doi:10.1037//0022-0663.76.4.569.
33. Gijsberts, M., & van der Ploeg, R. (2015). School achievement of immigrant children: The decreasing influence of ethnic concentration. Journal of International Migration and Integration,. doi:10.1007/s12134-015-0445-x.
34. Gilbert, D. T., & Hixon, J. G. (1991). The trouble of thinking: Activation and application of stereotypic beliefs. Journal of Personality and Social Psychology, 60, 509–517. doi:10.1037/0022-3514.60.4.509.
35. Glock, S., & Krolak-Schwerdt, S. (2013). Does nationality matter? The impact of stereotypical expectations on student teachers’ judgments. Social Psychology of Education, 16, 111–127. doi:10.1007/s11218-012-9197-z.
36. Glock, S., Krolak-Schwerdt, S., Klapproth, F., & Böhmer, M. (2013). Beyond judgment bias: How students’ ethnicity and academic profile consistency influence teachers’ tracking judgments. Social Psychology of Education, 16, 555–573. doi:10.1007/s11218-013-9227-5.
37. Glock, S., Krolak-Schwerdt, S., & Pit-ten Cate, M. (2015). Are school placement recommendations accurate? The effect of students’ ethnicity on teachers’ judgments and recognition memory. European Journal of Psychology of Education, 30, 169–188. doi:10.1007/s10212-014-0237-2.
38. Haag, N., Heppt, B., Stanat, P., Kuhl, P., & Pant, H. A. (2013). Second language learners’ performance in mathematics: Disentangling the effects of academic language features. Learning and Instruction, 28, 24–34. doi:10.1016/j.learninstruc.2013.04.001.
39. Hachfeld, A., Hahn, A., Schroeder, S., Anders, Y., Stanat, P., & Kunter, M. (2011). Assessing teachers’ multicultural and egalitarian beliefs: The teacher cultural beliefs scale. Teaching and Teacher Education, 27, 986–996. doi:10.1016/j.tate.2011.04.006.
40. Hachfeld, A., Schroeder, S., Anders, Y., Hahn, A., & Kunter, M. (2012). Multikulturelle Überzeugungen: Herkunft oder Überzeugung? Welche Rollen spielen der Migrationshintergrund und multikulturelle Überzeugungen für das Unterrichten von Kindern mit Migrationshintergrund? (Cultural background or cultural beliefs? What role do immigration cackground and multicultural beliefs play for teaching children with immigrant backgrounds?). Zeitschrift Für Pädagogische Psychologie, 26, 101–120. doi:10.1024/1010-0652/a000064.
41. Hastie, R., & Kumar, P. A. (1979). Person memory: Personality traits as organizing principles in memory for behaviors. Journal of Personality and Social Psychology, 37, 25–38. doi:10.1037/0022-3514.37.1.25.
42. Haycock, K. (2001). Closing the achievement gap. Educational Leadership, 58, 6–11.
43. Hemsley, G. D., & Marmurek, H. H. C. (1982). Person memory: The processing of consistent and inconsistent person information. Personality and Social Psychology Bulletin, 8, 433–438. doi:10.1177/0146167282083007.
44. Henderson-King, E. I., & Nisbett, R. E. (1996). Anti-Black prejudice as a function of exposure to the negative behavior of a single black person. Journal of Personality and Social Psychology, 71, 654–664. doi:10.1037//0022-3514.71.4.654.
45. Jones, A. E. (2014). Exploring teacher perceptions and expectations of Turkish, Kurdish and Turkish Cypriot girls from the perspectives of both teachers and students in three London secondary schools. Race Ethnicity and Education, 17, 667–687. doi:10.1080/13613324.2012.759929.
46. Jordan, W. J. (2010). Defining equity: Multiple perspectives to analyzing the performance of diverse learners. Review of Research in Education, 34, 142–178. doi:10.3102/0091732X09352898.
47. Jussim, L., Eccles, J., & Madon, S. J. (1996). Social perception, social stereotypes, and teacher expectations: Accuracy and the quest for the powerful self-fulfilling prophecy. In M. P. Zanna (Ed.), Advances in experimental social psychology (Vol. 28, pp. 281–388). New York: Academic Press. doi:10.1016/S0065-2601(08)60240-3.
48. Jussim, L., & Harber, K. D. (2005). Teacher expectations and self-fulfilling prophecies: Knowns and unknowns, resolved and unresolved controversies. Personality and Social Psychology Review, 9, 131–155. doi:10.1207/s15327957pspr0902_3.
49. Keller, C. (2001). Effect of teachers’ stereotyping on students’ stereotyping of mathematics as a male domain. The Journal of Social Psychology, 14, 164–173.
50. Krkovica, K., Greiff, S., Kupiainen, S., Vainikainen, M.-P., & Hautamäki, J. (2014). Teacher evaluation of student ability: What roles do teacher gender, student gender, and their interaction play? Educational Research, 56, 244–257. doi:10.1080/00131881.2014.898909.
51. Krolak-Schwerdt, S., Böhmer, M., & Gräsel, C. (2013). The impact of accountability on teachers’ assessments of student performance: A social cognitive analysis. Social Psychology of Education, 16, 215–239. doi:10.1007/s11218-013-9215-9.
52. Kunda, Z., Davies, P. G., Adams, B. D., & Spencer, S. J. (2002). The dynamic time course of stereotype activation: Activation, dissipation, and resurrection. Journal of Personality and Social Psychology, 82, 283–299. doi:10.1037//0022-3514.82.3.283.
53. Kunda, Z., & Spencer, S. J. (2003). When do stereotypes come to mind and when do they color judgment? A goal-based theoretical framework for stereotype activation and application. Psychological Bulletin, 129, 522–544. doi:10.1037/0033-2909.129.4.522.
54. Kunter, M., Tsai, Y.-M., Klusmann, U., Brunner, M., Krauss, S., & Baumert, J. (2008). Students’ and mathematics teachers’ perceptions of teacher enthusiasm and instruction. Learning and Instruction, 18, 468–482. doi:10.1016/j.learninstruc.2008.06.008.
55. Lee, J. (2002). Racial and ethnic achievement gap trends: Reversing the progress toward equity. Educational Researcher, 31, 3–12. doi:10.3102/0013189X031001003.
56. Macrae, C. N., Milne, A. B., & Bodenhausen, G. V. (1994). Stereotypes as energy-saving devices: A peek inside the cognitive toolbox. Journal of Personality and Social Psychology, 66, 37–47. doi:10.1037//0022-3514.66.1.37.
57. Maniadaki, K., Sonuga-Barke, E. J. S., & Kakouros, E. (2003). Trainee nursery teachers’ perceptions of disruptive behaviour disorders: The effect of sex of child on judgements of typicality and severity. Child: Care, Health and Development, 29, 433–440. doi:10.1046/j.1365-2214.2003.00362.x.
58. Marx, A. E., & Stanat, P. (2012). Reading comprehension of immigrant students in Germany: Research evidence on determinants and target points for intervention. Reading and Writing: An Interdisciplinary Journal, 25, 1929–1945. doi:10.1007/s11145-011-9307-x.
59. McCombs, R. C., & Gay, J. (1988). Effects of race, class, and IQ information on judgments of parochial grade school teachers. The Journal of Social Psychology, 128, 647–652. doi:10.1080/00224545.1988.9922918.
60. Mitchell, J. P., Nosek, B. A., & Banaji, M. R. (2003). Contextual variations in implicit evaluation. Journal of Experimental Psychology: General, 132, 4554–4569. doi:10.1037/0096-3445.132.3.455.
61. Neal, L. I., McCray, A. D., Webb-Johnson, G., & Bridgest, S. T. (2003). The effects of African American movement styles on teachers’ perceptions and reactions. The Journal of Special Education, 37, 49–57. doi:10.1177/00224669030370010501.
62. Newcomb, A. F., Bukowski, W. M., & Pattee, L. (1993). Children’s peer relations: A meta-analytic review of popular, rejected, neglected, con-troversial and average sociometric status. Psychological Bulletin, 113, 99–128. doi:10.1037/0033-2909.113.1.99.
63. Parks, F. R., & Kennedy, J. H. (2007). The impact of race, physical attractiveness, and gender on education majors’ and teachers’ perceptions of student competence. Journal of Black Studies, 37, 936–943. doi:10.1177/0021934705285955.
64. Patrick, B. C., Hisley, J., & Kempler, T. (2000). “What’s everybody so excited about?”: The effects of teacher enthusiasm on student intrinsic motivation and vitality. The Journal of Experimental Education, 68, 217–236. doi:10.1080/00220970009600093.
65. Pendry, L. F., & Macrae, C. N. (1994). Stereotypes and mental life: The case of the motivated but thwarted tactician. Journal of Experimental Social Psychology, 30, 303–325. doi:10.1006/jesp.1994.1015.
66. Penner, A. M. (2003). International gender× item difficulty interactions in mathematics and science achievement tests. Journal of Educational Psychology, 95, 650–655. doi:10.1037/0022-0663.95.3.650.
67. Pettigrew, T. F. (1998). Intergroup contact theory. Annual Review of Psychology, 49, 65–85. doi:10.1146/annurev.psych.49.1.65.
68. Pfitzner-Eden, F., Thiel, F., & Horsley, J. (2014). An adapted measure of teacher self-efficacy for preservice teachers: Exploring its validity across two countries. Zeitschrift Für Pädagogische Psychologie, 28, 83–92. doi:10.1024/1010-0652/a000125.
69. Pit-ten Cate, I. M., Krolak-Schwerdt, S., & Glock, S. (2016). Accuracy of teachers’ tracking decisions: Short- and long-term effects of accountability. European Journal of Psychology of Education, 31, 225–243. doi:10.1007/s10212-015-0259-4.
70. Podell, D. M., & Soodak, L. C. (1993). Teacher efficacy and bias in special education referrals. The Journal of Educational Research, 86, 247–253. doi:10.1080/00220671.1993.9941836.
71. Pratto, F., & Bargh, J. A. (1991). Stereotyping based on apparently individuating information: Trait and global components of sex stereotypes under attention overload. Journal of Experimental Social Psychology, 27, 26–47.
72. Rakić, T., Steffens, M. C., & Mummendey, A. (2011). Blinded by the accent! The minor role of looks in ethnic categorization. Journal of Personality and Social Psychology, 100, 16–29. doi:10.1037/a0021522.
73. Ready, D. D., & Wright, D. L. (2011). Accuracy and inaccuracy in teachers’ perception of young children’s cognitive abilities: The role of child background and classroom context. American Educational Research Journal, 48, 335–360. doi:10.3102/0002831210374874.
74. Richeson, J. A., & Nussbaum, R. J. (2004). The impact of multiculturalism versus color-blindness on racial bias. Journal of Experimental Social Psychology, 40, 417–423. doi:10.1016/j.jesp.2003.09.002.
75. Rubie-Davies, C., Hattie, J., & Hamilton, R. (2006). Expecting the best for students: Teacher expectations and academic outcomes. British Journal of Educational Psychology, 76, 429–444. doi:10.1348/000709905X53589.
76. Schmitz, G. S., & Schwarzer, R. (2000). Selbstwirksamkeitserwartung von Lehrern: Längsschnittbefunde mit einem neuen Instrument (Perceived self-efficacy of teachers: Longitudinal findings with a new instrument). Zeitschrift Für Pädagogische Psychologie, 14, 12–25. doi:10.1024//1010-0652.14.1.12.
77. Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99, 611–625. doi:10.1037/0022-0663.99.3.611.
78. Smith, E. R. (1998). Mental representation and memory. In D. T. Gilbert, S. T. Fiske, & G. Lindzey (Eds.), Handbook of social cognition (Vol. 1, pp. 391–445). New York, NY: McGraw-Hill.
79. Söhn, J., & Özcan, V. (2006). The educational attainment of Turkish migrants in Germany. Turkish Studies, 7, 101–124. doi:10.1080/14683840500520626.
80. Taylor, S. E., & Crocker, J. (1981). Schematic bases of social information processing. In E. T. Higgins, C. P. Herman, & M. P. Zanna (Eds.), Social cognition: The Ontario symposium (pp. 89–134). Hillsdale, NJ: Lawrence Erlbaum Associates.
81. Tenenbaum, H. R., & Ruck, M. D. (2007). Are teachers’ expectations different for racial minority than for European American students? A meta-analysis. Journal of Educational Psychology, 99, 253–273. doi:10.1037/0022-0663.99.2.253.
82. Tournaki, N., & Podell, D. M. (2005). The impact of student characteristics and teacher efficacy on teachers’ predictions of student success. Teaching and Teacher Education, 21, 299–314. doi:10.1016/j.tate.2005.01.003.
83. van den Bergh, L., Denessen, E., Hornstra, L., Voeten, M., & Holland, R. W. (2010). The implicit prejudiced attitudes of teachers: Relations to teacher expectations and the ethnic achievement gap. American Educational Research Journal, 47, 497–527. doi:10.3102/0002831209353594.
84. Wentzel, K. R., & Caldwell, K. (1997). Friendships, peer acceptance, and group membership: Relations to academic achievement in middle school. Child Development, 68, 1198–1209. doi:10.1111/j.1467-8624.1997.tb01994.x.
85. Wiggan, G. (2007). Race, school achievement, and educational inequality: Toward a student-based inquiry perspective. Review of Educational Research, 77, 310–333. doi:10.3102/003465430303947.
86. Wittenbrink, B., Judd, C. M., & Park, B. (2001). Spontaneous prejudice in context: Variability in automatically activated attitudes. Journal of Personality and Social Psychology, 81, 815–827. doi:10.1037//0022-3514.81.5.815.
87. Wolsko, C., Park, B., Judd, C. M., & Wittenbrink, B. (2000). Framing interethnic ideology: Effects of multicultural and color-blind perspectives on judgments of groups and individuals. Journal of Personality and Social Psychology, 78, 635–654. doi:10.1037//0022-3514.78.4.635.
88. Woolfolk, A. E., Rosoff, B., & Hoy, W. K. (1990). Teachers’ sense of efficacy and their beliefs about managing students. Teaching and Teacher Education, 6, 137–148. doi:10.1016/0742-051X(90)90031-Y.
89. Yoon, J. S. (2002). Teacher characteristics as predictors of teacher-student relationships: Stress, negative affect, and self-efficacy. Social Behavior and Personality: An International Journal, 30, 485–493. doi:10.2224/sbp.2002.30.5.485.
90. Zhou, M. (2003). Urban education: Challenges in educating culturally diverse children. Teachers College Record, 105, 208–225. doi:10.1111/1467-9620.00236.