Teacher Stereotypes and Teacher Expectations at the Intersection of Student Gender and Socioeconomic Status

Author:

Gentrup Sarah1,Olczyk Melanie2,Lorenz Georg34

Affiliation:

1. Department of Education Studies, Humboldt-Universität zu Berlin, Germany

2. Institute of Sociology, Martin-Luther-Universität Halle-Wittenberg, Germany

3. Education Department, University of Potsdam, Germany

4. Department of Sociology, Leipzig University, Germany

Abstract

Abstract: Gender and family socioeconomic status (SES) are central dimensions of educational inequality and may interact in shaping inequality. This study addresses teacher expectations and stereotypes that possibly contribute to intersectional inequality. The study relies on two samples of teachers and students in German primary schools (sample 1: NTeachers=69, 94 % female, NStudents= 1,049 (German language)/1,027 (mathematics), 48 % female; sample 2: NTeachers= 698 (German language)/614 (mathematics), 94 % female; NStudents= 4,732 (German language)/4,117 (mathematics), 51 % female). Two-level regression analyses revealed additive gender and socioeconomic bias in teacher expectations in German language and mathematics but no intersectional bias (i. e., constant gender bias along family SES and similar socioeconomic bias for girls and boys). Further, teachers with more traditional gender stereotypes showed stronger gender bias, while SES-related stereotypes were unrelated to teacher expectations. We discuss how additive teacher expectation biases relate to the broader concept of intersectionality, potentially shaping unique educational experiences at the intersection of gender and SES.

Publisher

Hogrefe Publishing Group

Reference81 articles.

1. Education as a Lifelong Process

2. Bodenhausen, G. V. & Macrae, C. N. (1998). Stereotype activation and inhibition. In R. S. Wyer (Ed.), Advances in social cognition (Vol. 11, pp. 1 – 52). Erlbaum.

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

1. Interaction or Intersectional?;Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie;2024-01

2. Intersectionality in Educational Contexts;Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie;2024-01

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