Implicit gender stereotypes and essentialist beliefs predict preservice teachers' tracking recommendations.

Autor/inn/en	Nürnberger, Miriam; Nerb, Josef; Schmitz, Florian; Keller, Johannes; Sütterlin, Stefan
Titel	Implicit gender stereotypes and essentialist beliefs predict preservice teachers' tracking recommendations. Gefälligkeitsübersetzung: Implizite Geschlechterstereotype und essentialistische Überzeugungen sagen die Schullaufbahnempfehlungen angehender Lehrer vorher.
Quelle	In: The journal of experimental education, 84 (2016) 1, S. 152-174Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0022-0973; 1940-0683
DOI	10.1080/00220973.2015.1027807
Schlagwörter	Eigenschaft; Einstellung (Psy); Erwartung; Geschlechtsspezifischer Unterschied; Grundschule; Lehrer; Referendar; Schullaufbahnentscheidung; Schüler; Sprachfertigkeit; Mathematische Kompetenz
Abstract	Investigated the extent to which differences in implicit and explicit math-language gender stereotypes and essentialist beliefs among preservice teachers affect tracking recommendations for math/science- vs language-oriented secondary schools. Consistent with expectations, the results suggest that student's gender influences preservice teachers' school career recommendations: Boys are more likely to be recommended for a math/science-oriented secondary school, whereas girls are more likely recommended for a language-oriented school. Both implicit math-language gender stereotypes and beliefs in genetic determinism (reflecting essentialist beliefs) predicted the stereotypicality of school career recommendations, whereas explicit measures did not. The results suggest that more closely investigating factors contributing to stereotypical behavior in teachers might help to minimize biased actions and decisions in the educational context. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/1