“He who can, does; he who cannot, teaches?”: Stereotype threat and preservice teachers.

Ihme, Toni A.; Möller, Jens

doi:10.1037/a0037373

Cited by 20 publications

(27 citation statements)

References 52 publications

(76 reference statements)

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“…Stereotypes can be defined as shared beliefs about traits that are characteristic of members of a certain social category (e.g., Greenwald and Banaji, 1995 ). Although they may facilitate human behavior and decision-making in complex environments, they often come along with negative effects for the stereotyped group (e.g., Steele and Aronson, 1995 ; Schmader et al, 2004 ; Ihme and Möller, 2015 ). Concerning math, prior studies on gender stereotypes have repeatedly found support for the prevalence of the stereotype endorsing that math would be a typically male domain (e.g., Nosek et al, 2002 ; Steffens et al, 2010 ; Cvencek et al, 2011 ; Steffens and Jelenec, 2011 ; but see Plante et al, 2009 ).…”

Section: Introductionmentioning

confidence: 99%

How Classmates’ Gender Stereotypes Affect Students’ Math Self-Concepts: A Multilevel Analysis

Wolff

2021

Front. Psychol.

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The present research is the first to examine how students’ individual and their classmates’ math-related gender stereotypes, endorsing that math would be a typically male domain, relate to students’ math self-concepts. To this end, data of N = 1,424 secondary school students from Germany were analyzed using multilevel analyses. As expected, strong individual beliefs in the math-related gender stereotype were related to lower math self-concepts for girls, but to higher math self-concepts for boys. Moreover, classmates’ shared beliefs in this stereotype showed a negative relation to girls’ self-concepts, whereas no significant relation between classmates’ shared beliefs and boys’ self-concepts was found. These relations also persisted after controlling for students’ math grades and age. In sum, the results demonstrated that gender stereotypes shared by students’ classmates can have a substantial impact on students’ math self-concepts, beyond their individual gender stereotypes. This finding emphasizes the significance of classmates as important socializing peers in the process of students’ self-concept formation.

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Section: Introductionmentioning

confidence: 99%

How Classmates’ Gender Stereotypes Affect Students’ Math Self-Concepts: A Multilevel Analysis

Wolff

2021

Front. Psychol.

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“… Ihme and Möller (2015) found empirical support for the presence of these paternalistic stereotypes in a multi-study paper. First, they asked pre-service teachers about typical characteristics ascribed to their profession in an open-ended survey.…”

Section: Theorymentioning

confidence: 81%

“…We argue that this may also activate downward social comparisons if the person described is part of a relevant outgroup. As psychology students and pre-service teachers are perceived to be similarly warm, yet different in competence ( Ihme and Möller, 2015 ), social comparison processes are likely to occur.…”

Section: Theorymentioning

confidence: 99%

“…The scale was adapted from the Social Comparison and Interest Scale (SCIS) by Thwaites and Dagnan (2004) . As the original SCIS scale does not include the dimensions competence and warmth, we used competence and warmth adjectives based on the findings of Ihme and Möller (2015) for our scale. We took only those adjectives, which had the highest factor loadings on the two dimensions when describing pre-service teachers and psychology students (T.A.…”

Section: Studymentioning

confidence: 99%

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Lift Me Up by Looking Down: Social Comparison Effects of Narratives

Krause

Weber

2018

Front. Psychol.

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Stories are a powerful means to change recipients’ views on themselves by being transported into the story world and by identifying with story characters. Previous studies showed that recipients temporarily change in line with a story and its characters (assimilation). Conversely, assimilation might be less likely when recipients are less identified with story protagonists or less transported into a story by comparing themselves with a story character. This may lead to changes, which are opposite to a story and its characters (contrast). In two experiments, we manipulated transportation and experience taking via two written reviews (Experiment 1; N = 164) and by varying the perspective of the story’s narrator (Experiment 2; N = 79) of a short story about a negligent student. Recipients’ self-ratings in comparison to others, motives, and problem-solving behavior served as dependent variables. However, neither the review nor the perspective manipulation affected transportation or experience taking while reading the story. Against our expectations, highly transported recipients (in Study 1) and recipients with high experience taking (in Study 2) showed more persistency working on an anagram-solving task, even when controlling for trait conscientiousness. Our findings are critically discussed in light of previous research.

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“…Taking the findings regarding teacher competence and status into consideration, it is problematic that teachers and pre-service teachers (university students in teacher training) are stereotyped in a paternalistic way with low competence and high warmth (Ihme and Möller, 2015). Teachers and preservice teachers seem to have internalized this paternalistic stereotype and report it themselves (Carlsson and Björklund, 2010;Ihme & Möller, 2015) although no or only small differences compared to other groups of professionals and students in characteristics such as intelligence, motivation, and personality traits were found (Roloff Henoch et al, 2015). Paternalistic stereotypes are connected to emotions like pity, sympathy, and implicit condescension and can, in turn, lead to behavioral tendencies of avoiding and psychological distancing (Cuddy et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

Throw Them All in One Pot? Differences in Stereotypes About Subgroups of Pre-Service Teachers

Stuckert

Ihme

Südkamp³

et al. 2021

Front. Educ.

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According to the stereotype content model, stereotypes can be described by using the dimensions competence and warmth. Compared to other professions, teaching is associated with a paternalistic stereotype consisting of high warmth and low competence. In four studies, stereotypes about different subgroups of pre-service teachers were compared. The aim was to understand sub-stereotypes better that could lead to different levels of stereotype threat and adverse behavioral tendencies. In Study 1 (N = 335), we compared stereotypes about elementary school pre-service teachers, grammar school pre-service teachers, computer science students, law students, and psychology students reported by pre-service teachers and psychology students. In contrast to nonteaching students, both groups of pre-service teachers corresponded to the paternalistic stereotype. In Study 2 (N = 243), pre-service teachers reported stereotypes about pre-service teachers for elementary schools, special education schools, comprehensive schools, vocational schools, and grammar schools. Elementary school pre-service teachers were stereotyped most paternalistically, while grammar school pre-service teachers matched the paternalistic stereotype the least. The ratings of other school types mostly fell between these extremes. In Studies 3a (N = 133, open-ended questions) and 3b (N = 308, closed-ended questions), students of various study programs compared pre-service teachers majoring in German and history (representing a non-STEM major combination) to pre-service teachers with the majors mathematics and physics (representing a STEM major combination). Pre-service teachers studying German and history were rated warmer but less competent than pre-service teachers with the majors mathematics and physics, confirmed by both methods of measuring stereotypes. In Studies 1, 3a, and 3b, ingroup favoritism in the ratings by pre-service teacher participants was tested and only found for competence in Study 1. The importance of our results and their implications for stereotype threat effects and possible interventions are discussed.

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“He who can, does; he who cannot, teaches?”: Stereotype threat and preservice teachers.

Cited by 20 publications

References 52 publications

How Classmates’ Gender Stereotypes Affect Students’ Math Self-Concepts: A Multilevel Analysis

How Classmates’ Gender Stereotypes Affect Students’ Math Self-Concepts: A Multilevel Analysis

Lift Me Up by Looking Down: Social Comparison Effects of Narratives

Throw Them All in One Pot? Differences in Stereotypes About Subgroups of Pre-Service Teachers

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