Teachers’ and preservice teachers’ implicit attitudes toward ethnic minority students and implicit expectations of their academic performance

Costa, Sara; Pirchio, Sabine; Glock, Sabine

doi:10.1016/j.ijintrel.2022.05.006

Cited by 12 publications

(3 citation statements)

References 30 publications

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“…This intricate interplay between teachers' beliefs about their students, the prevailing tracking system, and their pedagogical approaches underscores educators' influential role in shaping students' educational experiences across various academic streams. (Costa, Pirchio, & Glock, 2022). Given the multifaceted challenges posed by disasters due to climate change in Pakistan (Ahmad Shah et al, 2020).…”

Section: Teachers' Perspectives On Their Studentsmentioning

confidence: 99%

EDUCATORS' PERCEPTIONS OF CLIMATE CHANGE EDUCATION IN PAKISTAN & STUDENTS’ READINESS

Atif Saeed

2023

PJER

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This qualitative study aims to investigate the outlook of geography educators in Pakistan. It involves a group of around twelve participants, primarily aiming to understand their viewpoints regarding the goals of climate change education; it also explores how these viewpoints influence their teaching approaches, especially when dealing with contentious topics in geography education. The research delves into the complex educational landscape related to climate change education in Pakistan. The study's results reveal that educators' perspectives on the objectives of climate change education significantly impact their willingness to address controversial subjects in their classrooms. Additionally, the study reveals that educators' beliefs concerning their students' academic abilities significantly influence their strategies for addressing contentious aspects of climate change education, resulting in tailored approaches for various student demographics. This study provides valuable insights into the mindset of Pakistani educators concerning climate change education. It sheds light on the factors that inform their pedagogical decision-making. By examining these dynamics, the study aims to contribute to the discourse on climate change education in Pakistan, addressing the unique challenges and opportunities posed by this critical global issue. This research underscores the importance of comprehensive and inclusive climate change education that equips all students to engage with environmental issues effectively. Such an approach holds the potential to foster a more equitable and impactful education system, not only in Pakistan but also in other regions globally

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Section: Teachers' Perspectives On Their Studentsmentioning

confidence: 99%

EDUCATORS' PERCEPTIONS OF CLIMATE CHANGE EDUCATION IN PAKISTAN & STUDENTS’ READINESS

Atif Saeed

2023

PJER

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“…In addition, we presented a project to administer sct in non-Italian territories in order to detect any cross-cultural stereotypes and biases. To detect stereotypes and prejudices or educational automatisms related to student skin colour (Costa, Pirchio, & Glock, 2022), teachers should also take a specific sct.…”

Section: Educational Spin-offsmentioning

confidence: 99%

Explicit and Implicit Biases in Students’ Skin Colours Aesthetic Preferences

Perillo

Mastandrea

2022

Journal of Educational, Cultural and Psychological Studies (ECPS Journal)

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Several tools have been employed to detect the emergence and development of racial stereotypes and prejudices among little children and adolescents. In our study, we confront some of these tools, and present the results of the Skin Colours Test. In its specificity, the Skin Colours Test proposes a change in the object of investigation (appreciation of the homogeneity or heterogeneity of colours) and aims to detect explicit and implicit stereotypes and prejudices of boys and girls regarding aesthetic choices (even neutral choices) concerning skin colours. Sample: one group of 129 (64 F) students (M = 12.31), almost all of Italian descent, and another group of 129 (62 F) students (M = 12.36), less than 30% of different descents. Method: three pictures, each made up of 16 skin colours, were shown and students were asked to vote on their aesthetic preference between homogeneity or heterogeneity of skin colours and to give reasons for these choices. Main results: the motivations for some choices that preferred skin colour heterogeneity (neutral choice) over homogeneity, brought out stereotypes and biases. In addition, we consider the contextual specificities that the Skin Colours Test detects as crucial in order to detect specific educational needs and structure targeted educational interventions.

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“…Favoring ingroup members and discriminating against outgroup members can bolster individuals' self-esteem in intergroup comparisons (Tajfel & Turner, 1979 ). The social identity approach can explain why ethnic majority teachers in Germany have been found to be negatively biased (e.g., Costa et al, 2022 ; Lorenz et al, 2016 ) or less positively biased (Kaiser et al, 2017 ; Tobisch & Dresel, 2017 ) toward ethnic minority students than toward ethnic majority students. For instance, Lorenz et al ( 2016 ) found that, right after the start of the school year, teachers' expectations for academic attainments in the school subject German were negatively prejudiced against Turkish origin students.…”

Section: Introductionmentioning

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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Teachers’ and preservice teachers’ implicit attitudes toward ethnic minority students and implicit expectations of their academic performance

Cited by 12 publications

References 30 publications

EDUCATORS' PERCEPTIONS OF CLIMATE CHANGE EDUCATION IN PAKISTAN & STUDENTS’ READINESS

EDUCATORS' PERCEPTIONS OF CLIMATE CHANGE EDUCATION IN PAKISTAN & STUDENTS’ READINESS

Explicit and Implicit Biases in Students’ Skin Colours Aesthetic Preferences

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

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