The ethnic match between students and teachers: evidence from a vignette study

Glock, Sabine; Schuchart, Claudia

doi:10.1007/s11218-019-09525-2

Cited by 21 publications

(21 citation statements)

References 108 publications

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“…There is less evidence for the disciplinary behaviour of ethnic minority teachers towards their in-group. Although the results of Lindsay and Hart (2017) and Glock and Schuchart (2020) indicate that ethnic minority pupils are punished less severely by ethnic minority teachers, a number of studies show no clear support for in-group favouritism among ethnic minority teachers (Alexander et al 1987;Bradshaw et al 2010;Cullinan and Kaufmann 2005;Pigott and Cowen, 2000;Rocque and Paternoster, 2011;Takei and Shouse, 2008).…”

Section: Empirical Findings In the School Contextmentioning

confidence: 98%

“…McGrady and Reynolds (2013) find that white teachers perceive African-American pupils as less attentive and more disruptive but not less willing to work hard or to be socially competent as white pupils (see for limited support of this assumption also Cullinan and Kauffman, 2005). Some studies also show that ethnic majority teachers punish misbehaviour by ethnic minority pupils more harshly than the same behaviour by ethnic majority pupils (Glock and Schuchart, 2020;Lindsay and Hart, 2017).…”

Section: Empirical Findings In the School Contextmentioning

confidence: 99%

“…The few studies on ethnic match and disciplinary behaviour (Abacioglu et al 2019;Bradshaw et al 2010;Glock and Schuchart 2020;Lindsay and Hart 2017;Rocque and Paternoster 2011) show heterogenous results. In the following, we formulate theoretically based hypotheses.…”

Section: Disciplinary Behaviour Of Teachers and Ethnic Matchmentioning

confidence: 99%

“…Since the vast majority of teachers in most countries have an ethnic majority background, the discriminatory treatment of ethnic minority pupils could mainly be the result of in-group favouritism by ethnic majority teachers, who punish pupils of their in-group more mildly and pupils of their out-group more severely compared to ethnic minority teachers. However, the empirical evidence in the educational context is weak, although some results indicate that ethnic minority pupils are less severely punished by ethnic minority teachers than by ethnic majority teachers (Glock and Schuchart 2020;Lindsay and Hart, 2017). Nevertheless, despite this rather weak empirical support, politicians and educators often call for an increase in the proportion of ethnic minority teachers in schools (Villegas and Irvine 2010).…”

Section: Introductionmentioning

confidence: 99%

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The influence of in-group and out-group favouritism on the disciplinary practice of ethnic majority and minority preservice teachers

2021

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Teacher judgments and the disciplinary sanctioning of pupils can be understood as a function of the ethnic match, which means whether or not teachers and pupils have the same ethnic background. According to social identity theory, teachers should be motivated to protect positive self-esteem and therefore favour pupils of their ethnic in-group over pupils of their ethnic out-group. Following system justification theory however, it must be assumed that teachers also base their judgments and their disciplinary behaviour on the acceptance of social hierarchies. According to this theory, ethnic minority teachers should therefore favour ethnic majority pupils over ethnic minority pupils. We test these hypotheses by conducting an experimental study among 196 preservice teachers. The results suggest that ethnic majority participants do not discriminate against ethnic minority pupils. However, although ethnic minority participants seem to explicitly favour their in-group, they also implicitly tend to have more negative stereotypes about them. Moreover, the more negative explicit and implicit stereotypes ethnic minority participants have against pupils of their in-group, the more severely they punish pupils of their out-group. This could suggest that ethnic minority participants felt the desire to compensate for a negative view of their in-group by treating their out-group more harshly.

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Section: Empirical Findings In the School Contextmentioning

confidence: 98%

Section: Empirical Findings In the School Contextmentioning

confidence: 99%

Section: Disciplinary Behaviour Of Teachers and Ethnic Matchmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The influence of in-group and out-group favouritism on the disciplinary practice of ethnic majority and minority preservice teachers

2021

Self Cite

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“…Often lack of role models, inexperience of the mentor, lack of motivation or institutional support may affect the access to membership for certain disadvantaged or minority groups. Teachers who share the same ethnic background as students, often demonstrate better understanding of the multi-factorial challenges, favourably judge their language proficiency in their mother tongue and perceive students as more proficient 25 than, ethnically unmatched teacher groups.…”

Section: Gender Sexual Orientation or Disabilitymentioning

confidence: 99%

A Scoping Review of Differential Attainment in Undergraduate Medicine

Dave

Gupta

Rishi

et al. 2020

Sus

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Differential attainment exists in all professions and is a manifestation of systemic factors creating an unequal environment where individual careers and aspirations may be thwarted. Although this inequality which affects some groups of students unfairly, has been recognised over the last 2 decades, it remains a significant issue. This scoping review explores the causes and contributors in relation to undergraduate medical education. Using thematic analysis, the authors present the case for tackling the disparity in education and training. There are evidence-based solutions for individuals, organisations and at a societal level. The recommendations from this review will be discussed and debated in the series of workshops, as part of the ‘Bridging the Gap’ series from the Alliance for Tackling Inequalities in Health, chaired by the British Association of Physicians of Indian origin. The output of the consensus-building workshops and thematic synthesis with the accompanying qualitative research will be presented in the final report due in 2021.

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Research on Minority Teachers in Germany: Developments, Focal Points and Current Trends from the Perspective of Intercultural Education

Rosén

Lengyel

2023

To Be a Minority Teacher in a Foreign Culture

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This chapter presents a meta-analysis of studies on ethnic minority (prospective) teachers in Germany and German-speaking countries. Starting with “pioneer studies”, current research trends and research foci from the perspective of intercultural education are elaborated: intersectional perspectives on the professional self-concepts of minority teachers, discrimination and anti-Muslim racism experienced by prospective minority teachers, language and multilingualism as a relevant social category of difference and inequality in the context of (prospective) minority teachers and comparisons between (prospective) minority and majority teachers with a focus on the effects of representation of (prospective) minority teachers. Finally, it is argued that in Germany an inclusive perspective on minority teachers, embracing recently immigrated and refugee teachers, is needed to overcome the ethnicised attributions of professional competence and to focus on the discriminatory structures of the German education system, including teacher education.

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The ethnic match between students and teachers: evidence from a vignette study

Cited by 21 publications

References 108 publications

The influence of in-group and out-group favouritism on the disciplinary practice of ethnic majority and minority preservice teachers

The influence of in-group and out-group favouritism on the disciplinary practice of ethnic majority and minority preservice teachers

A Scoping Review of Differential Attainment in Undergraduate Medicine

Research on Minority Teachers in Germany: Developments, Focal Points and Current Trends from the Perspective of Intercultural Education

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