Teacher Expectations Concerning Students with Immigrant Backgrounds or Special Educational Needs

Autor/inn/en	Pit-ten Cate, Ineke M.; Glock, Sabine
Titel	Teacher Expectations Concerning Students with Immigrant Backgrounds or Special Educational Needs
Quelle	In: Educational Research and Evaluation, 24 (2018) 3-5, S.277-294 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pit-ten Cate, Ineke M.) ORCID (Glock, Sabine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2018.1550839
Schlagwörter	Teacher Attitudes; Teacher Expectations of Students; Males; Immigrants; Disproportionate Representation; Special Education; Academic Ability; Stereotypes; Language Proficiency; Special Needs Students; Academic Achievement; Preservice Teachers; Student Attitudes; Gender Bias; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Lehrerverhalten; Male; Männliches Geschlecht; Immigrant; Immigrantin; Immigranten; Special needs education; Sonderpädagogik; Sonderschulwesen; Klischee; Language skill; Language skills; Sprachkompetenz; Sonderpädagogischer Förderbedarf; Schulleistung; Schülerverhalten; Geschlechterstereotyp; Ausland; Deutschland
Abstract	Male students with immigrant backgrounds are disproportionally referred for special educational support outside regular classrooms or schools, which may reflect differential teachers' expectations concerning the academic achievement of students based on sociodemographic characteristics. Although research has indicated differential teachers' expectations for students based on immigrant background or special educational needs (SEN), less is known about a possible double vulnerability associated with combined stereotypes. Therefore, in the current study, both SEN and immigrant background were systematically varied and teachers were asked to rate the students' academic achievement. Results showed that teachers' expectations of students with SEN and immigrant background were lower than for students without immigrant background, especially in regards to language proficiency. These results may help to explain the overrepresentation of students with immigrant background in special education programmes. The educational and theoretical implications of these findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01