Contribution à des ouvrages collectifs (Parties d’ouvrages)
A systematic review on teachers´ stereotypical beliefs and expectations: Effects of the intersectionality of students’ gender and ethnicity
PIT-TEN CATE, Ineke; Glock, Sabine
2023 • In Watson, Penelope; Rubie-Davies, Christine; Ertl (Eds.) The Routledge international handbook of gender beliefs, stereotype threat, and teacher expectations
[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.
Centre de recherche :
- Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET)
Disciplines :
Education & enseignement
Auteur, co-auteur :
PIT-TEN CATE, Ineke ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > LUCET
Glock, Sabine; Bergische Universität Wuppertal
Co-auteurs externes :
yes
Langue du document :
Anglais
Titre :
A systematic review on teachers´ stereotypical beliefs and expectations: Effects of the intersectionality of students’ gender and ethnicity
Date de publication/diffusion :
octobre 2023
Titre de l'ouvrage principal :
The Routledge international handbook of gender beliefs, stereotype threat, and teacher expectations
Almquist, E. M. (1975). Untangling the effects of race and sex: The disadvantaged status of black women. Social Science Quarterly, 56(1), 129-142.
Arbuckle, C., & Little, E. (2004). Teachers' perceptions and management of disruptive classroom behaviour during the middle years (years five to nine). Australian Journal of Educational and Developmental Psychology, 4, 59-70.
Beale, F. (1979). Double jeopardy: To be black and female. In T. Cade (Ed.), The black woman (pp. 90-100). New American Library.
Biernat, M., & Manis, M. (1994). Shifting standards and stereotype-based judgments. Journal of Personality and Social Psychology, 66, 5-20. https://doi.org/10.1037/0022-3514.66.1.5
Bonefeld, M., Dickhäuser, O., & Karst, K. (2020). Do preservice teachers' judgments and judgment accuracy depend on students' characteristics? The effect of gender and immigration background. Social Psychology of Education, 23(1), 189-216. https://doi.org/10.1007/s11218-019-09533-2
Bonefeld, M., Kleen, H., & Glock, S. (2022). The effect of the interplay of gender and ethnicity on teachers judgements: Does the school subject matter? Journal of Experimental Education, 90(4), 818-838. https://doi.org/10.1080/00220973.2021.1878991
Campbell, T. (2015). Stereotyped at seven? Biases in teacher judgement of pupils' ability and attainment. Journal of Social Policy, 44(3), 517-547. https://doi.org/10.1017/s0047279415000227
Cole, E. R. (2009). Intersectionality and research in psychology. American Psychologist, 64, 170-180. https://doi.org/10.1037/a0014564
de Boer, H., Bosker, R. J., & van der Werf, M. P. C. (2010). Sustainability of teacher expectation bias effects on long-term student performance. Journal of Educational Psychology, 102, 168-179. https://doi.org/10.1037/a0017289
Ding, H., & Rubie-Davies, C. M. (2019). Teacher expectation intervention: Is it effective for all students? Learning and Individual Differences, 74, 101751. https://doi.org/10.1016/j.lindif.2019.06.005
Dusek, J. B., & Joseph, G. (1983). The bases of teacher expectancies: A meta-analysis. Journal of Educational Psychology, 75(3), 327-346. https://doi.org/10.1037/0022-0663.75.3.327
Ghavami, N., & Peplau, L. A. (2012). An intersectional analysis of gender and ethnic stereotypes: Testing three hypotheses. Psychology of Women Quarterly, 37, 113-127.
Glock, S. (2016). Stop talking out of turn: The influence of students' gender and ethnicity on preservice teachers' intervention strategies for student misbehavior. Teaching and Teacher Education, 56, 106-114. https://doi.org/10.1016/j.tate.2016.02.012
Glock, S., & Böhmer, I. (2018). Teachers' and preservice teachers' stereotypes, attitudes, and spontaneous judgments of male ethnic minority students. Studies in Educational Evaluation, 59(August), 244-255. https://doi.org/10.1016/j.stueduc.2018.09.001
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Holder, K., & Kessels, U. (2017). Gender and ethnic stereotypes in student teachers' judgments: A new look from a shifting standards perspective. Social Psychology of Education, 20(3), 471-490. https://doi.org/10.1007/s11218-017-9384-z
Hornstra, L., Denessen, E., Bakker, J., van den Bergh, L., & Voeten, M. (2010). Teacher attitudes toward dyslexia: Effects on teacher expectations and the academic achievement of students with dyslexia. Journal of Learning Disabilities, 43, 515-529. https://doi.org/10.1177/0022219409355479
Jamil, F. M., Larsen, R. A., & Hamre, B. K. (2018). Exploring longitudinal changes in teacher expectancy effects on children's mathematics achievement. Journalfor Research in Mathematics Education, 49(1), 57-90. https://doi.org/10.5951/jresematheduc.49.1.0057
Jussim, L., Eccles, J., & Madon, S. J. (1996). Social perception, social stereotypes, and teacher expectations: Accuracy and the quest for the powerful self-fulfilling prophecy. Advances in Experimental Social Psychology, 28, 281-388. https://doi.org/10.1016/S0065-2601(08)60240-3
Kleen, H., & Glock, S. (2018). A further look into ethnicity: The impact of stereotypical expectations on teachers' judgments of female ethnic minority students. Social Psychology of Education, 21, 759-773. https://doi.org/10.1007/s11218-018-9451-0
Kollerová, L., & Killen, M. (2021). An experimental study of teachers' evaluations regarding peer exclusion in the classroom. British Journal of Educational Psychology, 91(1), 463-481. https://doi.org/10.1111/bjep.12373
Krischler, M., & Pit-ten Cate, I. M. (2019). Preand in-service teachers' attitudes toward students with learning difficulties and challenging behavior. Frontiers in Psychology, 10, 1-10. https://doi.org/10.3389/fpsyg.2019.00327
McDonald, L., Flint, A., Rubie-Davies, C. M., Peterson, E. R., Watson, P., & Garrett, L. (2016). Teaching high-expectation strategies to teachers through an intervention process. Professional Development in Education, 42(2), 290-307. https://doi.org/10.1080/19415257.2014.980009
McKown, C., & Weinstein, R. S. (2002). Modeling the role of child ethnicity and gender in children's differential response to teacher expectations. Journal of Applied Social Psychology, 32(1), 159-184. https://doi.org/10.1111/j.1559-1816.2002.tb01425.x
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. BMJ, 2009(339), b2535-b2535. https://doi.org/10.1136/bmj.b2535
Organisation for Economic Co-operation and Development (OECD). (2018). Equity in education: Breaking down barriers to social mobility (PISA). OECD Publishing. https://doi.org/10.1787/9789264073234-en
Organisation for Economic Co-operation and Development (OECD). (2019). PISA 2018 results (Volume I): What students know and can do. OECD Publishing. https://doi.org/10.1787/5f07c754-en
Pit-ten Cate, I. M., & Glock, S. (2018). Teacher expectations concerning students with immigrant backgrounds or special educational needs. Educational Research and Evaluation, 24(3-5), 277-294. https://doi.org/10.1080/13803611.2018.1550839
Pit-ten Cate, I. M., & Glock, S. (2022). Können wir den Einfluss stereotyper Erwartungen auf die Übergangsentscheidungen durch Training reduzieren? Theoretisches Wissen, Feedback und formale Entscheidungsregeln [Can we reduce the influence of stereotype-based expectations on transition decisions by training? Theoretical knowledge, feedback and formal decision rules]. In S. Glock (Ed.), Stereotype in der Schule II: Ursachen und Möglichkeiten der Intervention (pp. 441-471). Springer VS. https://doi.org/10.1007/978-3-658-37262-0_12
Pratto, F., Sidanius, J., & Levin, S. (2006). Social dominance theory and the dynamics of intergroup relations: Taking stock and looking forward. European Review of Social Psychology, 17, 271-320. https://doi.org/10.1080/10463280601055772
Purdie-Vaughns, V., & Eibach, R. P. (2008). Intersectional invisibility: The distinctive advantages and disadvantages of multiple subordinate-group identities. Sex Roles, 59, 377-391. https://doi.org/10.1007/s11199-008-9424-4
Riegle-Crumb, C., & Humphries, M. (2012). Exploring bias in math teachers' perceptions of students' ability by gender and race/ethnicity. Gender and Society, 26(2), 290-322. https://doi.org/10.1177/0891243211434614
Rosenthal, R. (1994). Interpersonal expectancy effects: A 30-year perspective. Current Directions in Psychological Science, 3, 176-179. https://doi.org/10.1111/1467-8721.ep10770698
Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom. Holt, Rinehart, and Winston.
Rubie-Davies, C. M. (2018). Teacher expectations in education. Routledge.
Rubie-Davies, C. M., Hattie, J., & Hamilton, R. (2006). Expecting the best for students: Teacher expectations and academic outcomes. British Journal of Educational Psychology, 76, 429-444. https://doi.org/10.1348/000709905X53589
Rubie-Davies, C. M., & Rosenthal, R. (2016). Intervening in teachers' expectations: A random effects meta-analytic approach to examining the effectiveness of an intervention. Learning and Individual Differences, 50, 83-92. https://doi.org/10.1016/j.lindif.2016.07.014
Shepherd, M. A. (2011). Effects of ethnicity and gender on teachers' evaluation of students' spoken responses. Urban Education, 46(5), 1011-1028. https://doi.org/10.1177/0042085911400325
Shepherd, M. A. (2020). Effects of race/ethnicity, gender, and intonation on secondary science teachers' evaluation of spoken responses. Urban Education, 55(5), 730-752. https://doi.org/10.1177/0042085916660346
Silverstein, L. B. (2006). Integrating feminism and multiculturalism: Scientific fact or science fiction? Professional Psychology: Research and Practice, 37(1), 21-28. https://doi.org/10.1037/0735-7028.37.1.21
Stangor, C., & Schaller, M. (1996). Stereotypes as individual and collective representations. In C. N. Macrae, C. Stangor, & M. Hewstone (Eds.), Stereotypes and stereotyping (pp. 3-40). Guilford Press.
Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69, 797-811. https://doi.org/10.1037/0022-3514.69.5.797
Timmermans, A. C., Kuyper, H., & van der Werf, G. (2015). Accurate, inaccurate, or biased teacher expectations: Do Dutch teachers differ in their expectations at the end of primary education? British Journal of Educational Psychology, 85, 459-478. https://doi.org/10.1111/bjep.12087
Wang, S., Rubie-Davies, C. M., & Meissel, K. (2018). A systematic review of the teacher expectation literature over the past 30 years. Educational Research and Evaluation, 24(3-5), 124-179. https://doi.org/10.1080/13803611.2018.1548798
