The Ethnic Match between Students and Teachers: Evidence from a Vignette Study

Autor/inn/en	Glock, Sabine; Schuchart, Claudia
Titel	The Ethnic Match between Students and Teachers: Evidence from a Vignette Study
Quelle	In: Social Psychology of Education: An International Journal, 23 (2020) 1, S.27-50 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Glock, Sabine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-019-09525-2
Schlagwörter	Ethnicity; Minority Group Students; Minority Group Teachers; Vignettes; Preservice Teachers; Teacher Student Relationship; Evaluative Thinking; Language Proficiency; Academic Achievement; Teacher Attitudes + Suchen Sie Ihr Suchwort? Ethnizität; Teacher student relationships; Lehrer-Schüler-Beziehung; Language skill; Language skills; Sprachkompetenz; Schulleistung; Lehrerverhalten
Abstract	The ethnic match between teachers and students is widely believed to be beneficial for the achievement of ethnic minority students, who often lag behind their ethnic majority peers. In a quasi-experimental vignette study, we investigated whether preservice teachers who shared the same ethnic background as the student in the vignette had different judgments of the achievement, working and learning habits, and other social variables of the target student than ethnic majority preservice teachers and preservice teachers who had an ethnic minority background different from that of the student. Additionally, we asked about the causes of ethnic disparities. The preservice teachers who shared the same ethnic background as the target student more favorably judged the student's language proficiency in his mother tongue and perceived the student as more proficient in mathematics, science, and general competence than the two other teacher groups. Moreover, the causal attributions showed that the preservice teachers with the same background as the target student generally perceived the causes of the student's lower school success as multifaceted. The results reveal that simply having a teacher with an ethnic minority background is not sufficient for benefitting ethnic minority students. Only teachers who have the same ethnic background as the students might contribute to the reduction of ethnic disparities in school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01