| Reference : A systematic review on teachers´ stereotypical beliefs and expectations: Effects of t... |
| Parts of books : Contribution to collective works | |||
| Social & behavioral sciences, psychology : Education & instruction | |||
| http://hdl.handle.net/10993/55581 | |||
| A systematic review on teachers´ stereotypical beliefs and expectations: Effects of the intersectionality of students’ gender and ethnicity | |
| English | |
Pit-Ten Cate, Ineke  [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > LUCET >] | |
| Glock, Sabine [Bergische Universität Wuppertal] | |
| In press | |
| The Routledge international handbook of gender beliefs, stereotype threat, and teacher expectations | |
| Watson, Penelope | |
| Rubie-Davies, Christine | |
| Ertl | |
| Routledge | |
| Yes | |
| 9781032231143 | |
| [en] teacher expectations ; stereotypes ; attitudes ; intersectionality ; gender ; ethnicity ; systematic review | |
| [en] 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. | |
| Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET) | |
| Researchers ; Professionals ; Students | |
| http://hdl.handle.net/10993/55581 | |
| https://www.routledge.com/The-Routledge-International-Handbook-of-Gender-Beliefs-Stereotype-Threat/Watson-Rubie-Davies-Ertl/p/book/9781032231143# |
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