A systematic review on teachers´ stereotypical beliefs and expectations: Effects of the intersectionality of students’ gender and ethnicity

in Watson, Penelope; Rubie-Davies, Christine; Ertl (Eds.) The Routledge international handbook of gender beliefs, stereotype threat, and teacher expectations (in press)

Educational inequalities for different groups of students have been consistently reported, whereby (dis)advantages have been associated with students´ gender and ethnicity. Such inequalities may be partly ... [more ▼]

Educational inequalities for different groups of students have been consistently reported, whereby (dis)advantages have been associated with students´ gender and ethnicity. Such inequalities may be partly due to teachers´ stereotypical beliefs and expectations, as they affect their judgments and behavior. This chapter presents a systematic review of research on the combined effects of student characteristics on teacher expectations, with a specific focus on the intersectionality of student gender and ethnicity. Following the systematic search of the database 1363 records were identified but after the removal of duplicates and different screening phases, only eight articles describing 11 studies, were retained. Results of these studies show that teacher expectations vary as a function of experience (preservice vs. inservice teachers) and outcome (e.g. school subject). Results provide support for an interplay of gender and ethnicity, rather than a cumulative or dominance effect, on teacher expectation of student academic proficiency and behavior. That is, certain combinations of gender and ethnicity create (dis)advantages for subgroups of students. These results are discussed in terms of theory and future research as well as their implications. [less ▲]

Können wir den Einfluss stereotyper Erwartungen auf die Übergangsentscheidungen durch Training reduzieren? Theoretisches Wissen, Feedback und formale Entscheidungsregeln

in Glock, Sabine (Ed.) Stereotype in der Schule II: Ursachen und Möglichkeiten der Intervention (2022)

In diesem Kapitel präsentieren wir zwei experimentelle Studien, die darauf abzielen, über Trainings den Einfluss sozialer Hintergrundmerkmale auf die Übergangsempfehlung zu reduzieren. Ein Training ... [more ▼]

In diesem Kapitel präsentieren wir zwei experimentelle Studien, die darauf abzielen, über Trainings den Einfluss sozialer Hintergrundmerkmale auf die Übergangsempfehlung zu reduzieren. Ein Training konzentrierte sich auf die Vermittlung von theoretischem Wissen über Urteilsbildung, ein anderes Training auf die Einübung von statistischen Regeln bzgl. die gewichtete Integration von Schüler*inneninformationen. Die Ergebnisse zeigen, dass die Übergangsentscheidungen der luxemburgischen Lehrkräfte vor den Trainings für Schüler*innen mit Migrationshintergrund weniger genau waren, während diese Tendenz nach dem Training verschwand. Die Urteilsgenauigkeit wurde erhöht, insbesondere bei Entscheidungen für Schüler*innen mit Migrationshintergrund. Die Ergebnisse waren unabhängig von der Art des Trainings. Wir diskutieren weiterhin, dass die für Luxembourg entwickelten Trainings erfolgreich für andere Settings (d. h. für Deutschland und den Niederlanden) angepasst werden können und wurden. In allen drei Settings deuten die Erfahrungen mit den Trainings darauf hin, dass ein zunehmendes Bewusstsein für die Auswirkungen stereotyper Überzeugungen auf Urteile, entweder durch theoretisches Wissen oder durch die systematische Anwendung formaler Entscheidungsregeln, die Entscheidungsprozesse und Urteilsgenauigkeit verbessern kann, was letztendlich zu einer Verringerung von Bildungsungleichheiten führen kann. [less ▲]

Teachers’ school tracking decisions

in Leutner, Detlev; Fleischer, Jens; Grünkorn, Juliane (Eds.) et al Competence assessment in education: Research, models, and instruments (2017)

Invited talk - Übergangsentscheidungen in Luxemburg

Conference given outside the academic context (2016)

Gender and Educational Achievement

Book published by Routledge (2016)

Das Übergangsurteil am Ende der Grundschulzeit – Welcher Urteilsstrategie folgen Lehrkräfte bei der Infomationssuche?

Scientific Conference (2016)

Alcohol warning labels formulated as questions change alcohol-related outcome expectancies: A pilot study

in Addiction Research and Theory (2015)

Alcohol consumption is a leading risk factor for major diseases, particularly among young adults who increasingly engage in binge drinking. Since positive outcome expectancies play a pivotal role in ... [more ▼]

Alcohol consumption is a leading risk factor for major diseases, particularly among young adults who increasingly engage in binge drinking. Since positive outcome expectancies play a pivotal role in alcohol consumption, we designed alcohol warning labels tailored toward young adults’ outcome expectancies. The warnings were formulated as questions or as statements that were accompanied by a picture. We implemented the warning labels on young adults’ favorite alcohol beverages (beer and alcopops) and presented them in the laboratory. One-hundred twenty-two young adults participated in the study. One third of the sample received the warning labels in question form, one third in statement form, and the final third received no warning labels. We assessed general outcome expectancies, individual outcome expectancies derived from a pre-study, and drinking intentions. The results of this experiment revealed that warning labels presented as statements had no influence on individual and general outcome expectancies and drinking intentions. Warnings posed in the form of questions showed some effectiveness as they increased individual negative outcome expectancy perception. Although only partially effective, the warning labels seem promising for future research. [less ▲]

Hochbegabt und verhaltensauffällig? Automatische Assoziationen und implizite Einstellungen von Lehramtsstudierenden gegenüber hochbegabten Kindern.

Scientific Conference (2015)

Stereotype activation versus application: How teachers process and judge information about students from ethnic minorities and with low socioeconomic background

in Social Psychology of Education (2014), 17

Special Issue: Gender and educational achievement

in Educational Research (2014), 56(2),