The Effect of the Interplay of Gender and Ethnicity on Teachers Judgements: Does the School Subject Matter?

Two experimental studies investigated the disadvantages faced by female ethnic minority students when they are judged by pre- and inservice teachers. The results suggest that (preservice) teachers' judgments were affected by the judgment dimension. Study 1 revealed that teachers apply gender st...

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Veröffentlicht in:The Journal of experimental education Jg. 90; H. 4; S. 818 - 838
Hauptverfasser: Bonefeld, Meike, Kleen, Hannah, Glock, Sabine
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Washington Routledge 2022
Taylor & Francis Inc
Schlagworte:
Elementary School Teachers
Ethnicity
Females
Foreign Countries
gender
Gender Differences
intersectionality
judgment dimension
Language Proficiency
mathematical ability
Mathematical Aptitude
Mathematics Education
Mathematics Skills
Minority Group Students
Minority Groups
Preservice Teachers
Secondary School Teachers
Sex Stereotypes
Stereotypes
Student Attitudes
Student Characteristics
Student teachers
Teacher Attitudes
Teacher Characteristics
Germany
ISSN:0022-0973, 1940-0683
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Zusammenfassung:Two experimental studies investigated the disadvantages faced by female ethnic minority students when they are judged by pre- and inservice teachers. The results suggest that (preservice) teachers' judgments were affected by the judgment dimension. Study 1 revealed that teachers apply gender stereotypes in their judgments on mathematical ability: Teachers perceived female students' mathematical ability as lower than male students' mathematical ability. Furthermore, in Study 1 (inservice teachers) and Study 2 (preservice teachers) students' ethnicity influenced judgments on language proficiency. Beyond that, in Study 2 even judgments on mathematical ability were influenced by the information on students' ethnicity. However, the interplay of the student characteristics is crucial for preservice teachers while it is not for inservice teachers.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0022-0973
1940-0683
DOI:10.1080/00220973.2021.1878991