Do stereotypes strike twice? Giftedness and gender stereotypes in pre-service teachers' beliefs about student characteristics in Australia.

Autor/inn/en	Matheis, Svenja; Keller, Lena Kristina; Kronborg, Leonie; Schmitt, Manfred; Preckel, Franzis
Titel	Do stereotypes strike twice? Giftedness and gender stereotypes in pre-service teachers' beliefs about student characteristics in Australia. Gefälligkeitsübersetzung: Schlagen Stereotype zweimal zu? Begabungs- und Geschlechterstereotype in den Überzeugungen von angehenden Lehrern über Schülermerkmale in Australien.
Quelle	In: Asia Pacific journal of teacher education, 48 (2020) 2, S. 213-232 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1359-866X; 1469-2945
DOI	10.1080/1359866X.2019.1576029
Schlagwörter	Anpassung; Eigenschaft; Einstellung (Psy); Erwartung; Intelligenz (Psychologie); Soziale Anpassung; Geschlechterrolle; Schule; Lehrer; Referendar; Schüler; Hoch Begabter
Abstract	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 male students and stereotypes in teachers' beliefs. Consequences of stereotyping and implications for teacher education are discussed. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2025/2