“I Don’t Really Belong Here”

Wolf, Katharina; Maurer, Christina; Kunter, Mareike

doi:10.1026/0049-8637/a000233

Cited by 10 publications

(2 citation statements)

References 62 publications

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“…It is also possible that the influence of other teacher characteristics—e.g., socioeconomic status (c.f. Ostermann & Neugebauer, 2021 ) or sense of belonging (Wolf et al, 2021 )—are confounded with the influence of the teacher's migration background (a possible explanation for the negative effects on student outcomes found for teachers with an immigrant background by Neugebauer et al, 2022 ). In our own research we used an experimental manipulation to tell students that the teacher in a video tutorial who instructed them in a task either did or did not have an immigrant background.…”

Section: The Present Researchmentioning

confidence: 99%

Does an immigrant teacher help immigrant students cope with negative stereotypes? Preservice teachers' and school students' perceptions of teacher bias and motivational support, as well as stereotype threat effects on immigrant students' learning

et al. 2023

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Can immigrant school students profit from an immigrant teacher sharing their minority background? We investigate preservice teachers' (Study 1; Mage = 26.29 years; 75.2% female) and school students' (Study 2; Mage = 14.88 years; 49.9% female) perceptions of a teacher as well as immigrant school students' learning gains (Study 2) by comparing four experimental video conditions in which a female teacher with a Turkish or German name instructs school students in a task while either saying that learning gains differed (stereotype activation) or did not differ (no stereotype activation) between immigrant and non-immigrant students. Study 1 shows that preservice teachers, regardless of their own cultural background, perceived the Turkish origin teacher as less biased, even when she voiced the stereotype, and as more motivationally supportive of school students in general than the German origin teacher. Study 2 shows that in contrast, among school students, the minority teacher was not perceived as less biased than the majority teacher. Rather, immigrant school students, in particular those with Turkish roots, were more concerned than students of the German majority that the teacher—irrespective of her background—was biased. Interestingly, these differences between students from different backgrounds disappeared when the teacher said that learning gains differed between immigrant and non-immigrant students. Immigrant school students of non-Turkish backgrounds, but not Turkish origin students suffered in their learning when instructed by the Turkish origin teacher who voiced the stereotype. We discuss implications for teacher recruitment.

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Section: The Present Researchmentioning

confidence: 99%

Does an immigrant teacher help immigrant students cope with negative stereotypes? Preservice teachers' and school students' perceptions of teacher bias and motivational support, as well as stereotype threat effects on immigrant students' learning

et al. 2023

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“…The absence of social support from faculty, staff, and mentors as well as an inadequate social network are also reasons for dropout that are reported by teacher education students (Chambers et al, 2010;Powazny and Kauffeld, 2020;Wolf et al, 2021). A strong sense of community might be more important for teacher education students to support each other in different disciplines when appreciation by faculty and staff is missing (Carstensen et al, 2021).…”

Section: The Moderating Effect Of Teacher Education Programs On the R...mentioning

confidence: 99%

Academic and social integration and their relation to dropping out of teacher education: a comparison to other study programs

Franz

Paetsch

2023

Front. Educ.

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IntroductionAcademic and social integration have been identified as key predictors of the decision to drop out by higher education students. So far, there is limited knowledge about whether there are differences in the degree of integration between teacher education students and students in other academic programs, although these differences might affect the decision-making process of students and their likelihood of dropping out. Furthermore, it is still unclear if the reasons for students dropping out of teacher education programs differ from those in other academic programs.MethodsThis study aims to address this research gap by examining integration and dropout rates of 8,237 students who were studying to become teachers, compared to students in similar fields of study in German higher education. The data for the study were collected from the National Educational Panel Study (NEPS).ResultsThe results revealed significant differences between teacher education students and other students in peer and faculty social integration, but not in normative and structural academic integration. However, no moderation effect of the teacher education program on the association of integration and dropout was found.DiscussionThe findings contribute to the discussion on causes of dropout in teacher education by showing higher values in peer social integration and lower values in faculty social integration for teacher education students. These results complement previous research by providing new findings on the causes of students’ decision to drop out of initial teacher education. Practical implications on how to increase retention in teacher education programs are discussed.

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A Scoping Review of the Associations Between Sense of Belonging and Academic Outcomes in Postsecondary Education

Fong,

Adelugba,

Garza

et al. 2024

Educ Psychol Rev

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“I Don’t Really Belong Here”

Cited by 10 publications

References 62 publications

Does an immigrant teacher help immigrant students cope with negative stereotypes? Preservice teachers' and school students' perceptions of teacher bias and motivational support, as well as stereotype threat effects on immigrant students' learning

Does an immigrant teacher help immigrant students cope with negative stereotypes? Preservice teachers' and school students' perceptions of teacher bias and motivational support, as well as stereotype threat effects on immigrant students' learning

Academic and social integration and their relation to dropping out of teacher education: a comparison to other study programs

A Scoping Review of the Associations Between Sense of Belonging and Academic Outcomes in Postsecondary Education

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