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

Author:

Frühauf MaditaORCID,Hildebrandt Johanna,Mros TheresaORCID,Zander LysannORCID,McElvany NeleORCID,Hannover BettinaORCID

Abstract

AbstractCan 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.

Funder

Deutsche Forschungsgemeinschaft

Freie Universität Berlin

Publisher

Springer Science and Business Media LLC

Subject

Sociology and Political Science,Developmental and Educational Psychology,Social Psychology,Education

Cited by 2 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线,采集、加工和组织学术论文而形成的新型学术文献查询和分析系统,可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容,当前同舟云学术共收录了国内外主流学术期刊6万余种,收集的期刊论文及会议论文总量共计约1.5亿篇,并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询!咨询电话:010-8811{复制后删除}0370

www.globalauthorid.com

TOP

Copyright © 2019-2024 北京同舟云网络信息技术有限公司
京公网安备11010802033243号  京ICP备18003416号-3