Does nationality matter? The impact of stereotypical expectations on student teachers’ judgments

An investigation of the relationship between teachers’ expectations and teachers’ perceptions of student attributes

“…In their review, Jussim and Harber (2005) conclude that teachers are not biased because the differences in teacher expectations for stigmatized demographic student subgroups closely correspond to differences in those groups' academic performance in previous grades and achievement tests. However, a substantial number of studies published after Jussim and Harber's (2005) review have found significant differences in teacher expectations for students of different demographic groups after the previous performance of students was controlled for (e.g., Glock and Krolak-Schwerdt 2013;McKown and Weinstein 2008;Rubie-Davies et al 2006;Speybroeck et al 2012;Tenenbaum and Ruck 2007;van den Bergh et al 2010). Generally, for students with equal performance records, teachers tend to have lower expectations for future academic performance when the student comes from a less affluent family and when the student is a boy.…”

“…In the international context, researchers have been interested in teacher expectations as a possible mechanism through which the achievement gap between majority and minority students, boys and girls, and students from more or less affluent families could emerge and grow (e.g., Glock and Krolak-Schwerdt 2013;Jussim et al 1996;McKown and Weinstein 2008;Riley and Ungerleider 2012;Sorhagen 2013). In the Netherlands, an ongoing debate has taken place in recent decades concerning the & Anneke C. Timmermans a.c.timmermans@rug.nl accuracy of the teachers' expectations at the end of primary education and the possible consequences of inaccurate expectations on track placement of students in the first year of secondary education (e.g., de Boer et al 2010;Driessen 2005Driessen , 2011Timmermans et al 2015).…”

Gender and educational achievement

“…In primary school, gender differences in competences develop, with girls scoring more highly in reading and boys outperforming girls in mathematics and sciences. In highly stratified education systems with early selection into different school tracks that lead to different educational certificates like the compulsory school leaving certificate, intermediate school leaving certificate or A level certificate (being linked to very different career and life chances, as is the case in Germany, Luxembourg, Switzerland), the likelihood of boys being placed in a lower secondary school track is greater than for girls (Caro et al 2009;Klapproth et al 2013). Additionally, boys drop out of school more often.…”

“…A study conducted in Luxembourg revealed a higher tendency for boys to be placed more often than girls on lower secondary school tracks (Klapproth et al 2013). However, these differences diminished when academic achievement was controlled for -suggesting no gender differences in tracking decisions when boys academically perform as well as girls (Klapproth et al 2013). Nonetheless, there is a clear gender gap in school marks: girls typically outperform boys.…”

Accurate, inaccurate, or biased teacher expectations: Do Dutch teachers differ in their expectations at the end of primary education?

“…On the other hand, a meta‐analysis showed that teacher expectations (and subsequent teacher behaviour) varied depending on the students' ethnic background after the performance of students was taken into account (Tenenbaum & Ruck, ). Other recent findings suggest that, on average, teachers tend to have lower expectations for the future academic performance of minority students and students from less affluent families (Glock & Krolak‐Schwerdt, ; Glock, Krolak‐Schwerdt, Klapproth, & Böhmer, ; Rubie‐Davies, Hattie, & Hamilton, ; Speybroeck et al ., ).…”