Teachers' stereotypes may be one factor that contributes to the disadvantages ethnic minority students experience in school. According to dual-process theories, teachers have two strategies that they can apply to derive judgments of students. Teachers' judgments are based on stereotypes when the information they have about students is consistent…

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:…

The ethnic match between teachers and students is widely believed to be beneficial for the achievement of ethnic minority students, who often lag behind their ethnic majority peers. In a quasi-experimental vignette study, we investigated whether preservice teachers who shared the same ethnic background as the student in the vignette had different…

Background: Research exploring mechanisms driving inequalities in school systems has found that biased teacher judgements contribute to observed disadvantages for ethnic minority students. Teacher judgements may be driven by explicit and implicit attitudes. Aims: The current research explored the effect of cultural diversity at schools (actual or…

In 2 studies conducted in Germany, we investigated preservice teachers' stereotypical judgement biases regarding Turkish female students and the application of shifting standards in stereotyping. Study 1 (N = 148) showed that Turkish students' German language proficiency received lower judgements, but other -- particularly social -- dimensions…

A large number of educational systems face the challenges of dealing with students from different ethnic minorities and providing equal opportunities for them. In Germany, Turkish students belong to the largest ethnic minority group and display the lowest levels of academic achievement in comparison with most other ethnic minority or German…

In this preliminary study, we explored preservice and in-service teachers' sense of teaching self-efficacy with a well-established questionnaire and a newly adapted implicit measure of the self-concept Single-Target Implicit Association Test. Teaching self-efficacy is an important construct when it comes to the handling of culturally heterogeneous…

We investigated the effects of stereotypical expectations regarding cultural diversity on teachers' feelings of burnout, stress, and self-efficacy beliefs. With an experimental design, we confronted teachers with fictitious schools that were either high or low in cultural diversity and assessed the teachers' feelings of burnout and self-efficacy…

Ethnic minority students face many disadvantages in school, which might be due in part to teachers' stereotypical expectations and attitudes. Dual process theories of impression and judgment formation specify person information that confirms or disconfirms stereotypical expectations as determinants of how judgments are formed. While…

Bias in teachers' judgment formation and decision making has long been acknowledged. More specifically, studies have repeatedly demonstrated discrepancies between teacher ratings of minority and majority students with similar academic profiles. Studies have also demonstrated that increasing accountability reduced bias. Little is known, however,…

Teachers develop stereotypical expectations about students, but this categorical knowledge can influence their judgments about students. Although teachers' stereotypical expectations about students have been investigated in the educational domain, this research has mostly measured only the teachers' judgments. However, the judgment is…

Drawing on social cognition frameworks, we experimentally examined preservice teachers' implicit attitudes toward students with special educational needs (SEN) from different ethnic backgrounds and preservice teachers' explicit attitudes toward inclusive education. Preservice teachers (N = 46) completed an evaluative priming task and…