The Influence of In-Group and Out-Group Favouritism on the Disciplinary Practice of Ethnic Majority and Minority Preservice Teachers

Autor/inn/en	Schuchart, Claudia; Glock, Sabine; Dunkake, Imke
Titel	The Influence of In-Group and Out-Group Favouritism on the Disciplinary Practice of Ethnic Majority and Minority Preservice Teachers
Quelle	In: Social Psychology of Education: An International Journal, 24 (2021) 3, S.691-715 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schuchart, Claudia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-021-09627-w
Schlagwörter	Preservice Teachers; Minority Groups; Ethnic Groups; Minority Group Teachers; Discipline; Social Discrimination; Stereotypes; Social Bias + Suchen Sie Ihr Suchwort? Ethnische Minderheit; Ethnie; Disziplin; Soziale Benachteiligung; Soziale Schließung; Klischee
Abstract	Teacher judgments and the disciplinary sanctioning of pupils can be understood as a function of the ethnic match, which means whether or not teachers and pupils have the same ethnic background. According to social identity theory, teachers should be motivated to protect positive self-esteem and therefore favour pupils of their ethnic in-group over pupils of their ethnic out-group. Following system justification theory however, it must be assumed that teachers also base their judgments and their disciplinary behaviour on the acceptance of social hierarchies. According to this theory, ethnic minority teachers should therefore favour ethnic majority pupils over ethnic minority pupils. We test these hypotheses by conducting an experimental study among 196 preservice teachers. The results suggest that ethnic majority participants do not discriminate against ethnic minority pupils. However, although ethnic minority participants seem to explicitly favour their in-group, they also implicitly tend to have more negative stereotypes about them. Moreover, the more negative explicit and implicit stereotypes ethnic minority participants have against pupils of their in-group, the more severely they punish pupils of their out-group. This could suggest that ethnic minority participants felt the desire to compensate for a negative view of their in-group by treating their out-group more harshly. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01