Classroom Teacher and Teacher‐in‐Training Susceptibility to Stereotypical Bias

Abstract

Two groups of classroom teachers and two groups of teacher trainees completed behavior checklists, first for a hypothetical child labeled either normal or emotionally disturbed and then for a videotaped child, labeled normal or emotionally disturbed. From an ANOVA of their responses, it was concluded that teachers and trainees hold quantitatively similar stereotypes for normal and disturbed children but differ in their susceptibility to label‐induced bias. Teachers tended to be more realistic in their evaluations of “normal,” nonbiased behavior, but were influenced by the biasing label to a greater extent than the trainees. The authors discuss limitations of the study and its implications for training programs.

The bases of teacher expectancies: A meta-analysis.

“…Although the sample is small, the data are suggestive of a more specific relationship than that investigated in this line of research in general. Algozzine (1980) and Algozzine and Stoller (1980) have also presented data leading to a caveat in this area of research. In their research, teachers were presented with both labels (LD or ED) and statements of competence (high or low) for a fictitious student.…”

Here I sit, making men in my own image: how learning disorder labels affect teacher student’s expectancies

“…After watching a video about a child labeled emotionally disturbed or learning disabled, teachers rated the child's personality, behavior, and academic future (Foster et al, 1975;Foster & Ysseldyke, 1976;Jacobs, 1978) and the child's academic skills, activity level, and personal-social adjustment Foster et al, 1980;Ysseldyke & Foster, 1978) more negatively compared to an unlabeled child. Other video studies found comparable results when the child was labeled as behaviorally disordered (Johnson & Blankenship, 1984) and "educable mentally retarded" (Foster & Keech, 1977).…”

The Biasing Effects of Labels on Direct Observation by Preservice Teachers

“…Little research has examined the effects of labels on direct observation of student behavior by preservice teachers. Foster, Algozzine, and Ysseldyke (1980) had practicing and preservice teachers view a video of a student completing tasks and then rate the student using a referral instrument. Participants were told that the student was either "normal" or diagnosed as "emotionally disturbed."…”