The Effect of the Interplay of Gender and Ethnicity on Teachers Judgements: Does the School Subject Matter?

Autor/inn/en	Bonefeld, Meike; Kleen, Hannah; Glock, Sabine
Titel	The Effect of the Interplay of Gender and Ethnicity on Teachers Judgements: Does the School Subject Matter?
Quelle	In: Journal of Experimental Education, 90 (2022) 4, S.818-838 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2021.1878991
Schlagwörter	Females; Minority Group Students; Preservice Teachers; Sex Stereotypes; Mathematics Skills; Student Attitudes; Teacher Attitudes; Language Proficiency; Ethnicity; Student Characteristics; Foreign Countries; Elementary School Teachers; Secondary School Teachers; Gender Differences; Germany + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Schülerverhalten; Lehrerverhalten; Language skill; Language skills; Sprachkompetenz; Ethnizität; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Geschlechterkonflikt; Deutschland
Abstract	Two experimental studies investigated the disadvantages faced by female ethnic minority students when they are judged by pre- and inservice teachers. The results suggest that (preservice) teachers' judgments were affected by the judgment dimension. Study 1 revealed that teachers apply gender stereotypes in their judgments on mathematical ability: Teachers perceived female students' mathematical ability as lower than male students' mathematical ability. Furthermore, in Study 1 (inservice teachers) and Study 2 (preservice teachers) students' ethnicity influenced judgments on language proficiency. Beyond that, in Study 2 even judgments on mathematical ability were influenced by the information on students' ethnicity. However, the interplay of the student characteristics is crucial for preservice teachers while it is not for inservice teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01