Changing preservice teacher students’ stereotypes and attitudes and reducing judgment biases concerning students of different family backgrounds: Effects of a short intervention

IF 3.2 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL Social Psychology of Education Pub Date : 2023-12-04 DOI:10.1007/s11218-023-09862-3

Sabine K. Lehmann-Grube, Anita Tobisch, Markus Dresel

{"title":"Changing preservice teacher students’ stereotypes and attitudes and reducing judgment biases concerning students of different family backgrounds: Effects of a short intervention","authors":"Sabine K. Lehmann-Grube, Anita Tobisch, Markus Dresel","doi":"10.1007/s11218-023-09862-3","DOIUrl":null,"url":null,"abstract":"<p>Numerous empirical findings have shown biased judgments of (future) teachers depending on students’ ethnic and social background. Furthermore, research has indicated that (future) teachers’ stereotypes and attitudes differ depending on students’ backgrounds and appear to influence (future) teachers’ judgments. Based on theories of stereotype change, attitude change, and judgment formation, a short intervention was developed to change stereotypes and attitudes and to reduce judgment biases. In an experimental study (within- and between-subject design) with <i>N</i> = 215 preservice teacher students, the effectiveness of the intervention on stereotype change, attitude change, and reduction of judgment distortions was tested. The results showed hypothesized effects of the intervention on stereotypes and attitudes towards students with an immigration background and students with low social status. Furthermore, the intervention showed effects on preservice teacher students’ judgments, especially for low-status students.</p>","PeriodicalId":51467,"journal":{"name":"Social Psychology of Education","volume":"17 1","pages":""},"PeriodicalIF":3.2000,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Social Psychology of Education","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1007/s11218-023-09862-3","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}

引用次数: 0

Abstract

Numerous empirical findings have shown biased judgments of (future) teachers depending on students’ ethnic and social background. Furthermore, research has indicated that (future) teachers’ stereotypes and attitudes differ depending on students’ backgrounds and appear to influence (future) teachers’ judgments. Based on theories of stereotype change, attitude change, and judgment formation, a short intervention was developed to change stereotypes and attitudes and to reduce judgment biases. In an experimental study (within- and between-subject design) with N = 215 preservice teacher students, the effectiveness of the intervention on stereotype change, attitude change, and reduction of judgment distortions was tested. The results showed hypothesized effects of the intervention on stereotypes and attitudes towards students with an immigration background and students with low social status. Furthermore, the intervention showed effects on preservice teacher students’ judgments, especially for low-status students.

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

改变职前教师学生对不同家庭背景学生的刻板印象和态度，减少判断偏差:短期干预的效果

许多实证研究结果表明，根据学生的种族和社会背景，对(未来)教师的判断存在偏见。此外，研究表明，(未来)教师的刻板印象和态度因学生的背景而异，似乎会影响(未来)教师的判断。基于刻板印象改变理论、态度改变理论和判断形成理论，提出了一种改变刻板印象和态度、减少判断偏差的短期干预方法。在一项N = 215名职前教师学生的实验研究中，检验了干预对刻板印象改变、态度改变和减少判断扭曲的有效性。结果显示了干预对移民背景学生和低社会地位学生的刻板印象和态度的假设影响。此外，干预对职前教师学生的判断有影响，尤其是对地位低的学生。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

Social Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

5.40

自引率

3.40%

发文量

期刊介绍： The field of social psychology spans the boundary between the disciplines of psychology and sociology and has traditionally been associated with empirical research. Many studies of human behaviour in education are conducted by persons who identify with social psychology or whose work falls into the social psychological ambit. Several textbooks have been published and a variety of courses are being offered on the `social psychology of education'', but no journal has hitherto appeared to cover the field. Social Psychology of Education fills this gap, covering a wide variety of content concerns, theoretical interests and research methods, among which are: Content concerns: classroom instruction decision making in education educational innovation concerns for gender, race, ethnicity and social class knowledge creation, transmission and effects leadership in schools and school systems long-term effects of instructional processes micropolitics of schools student cultures and interactions teacher recruitment and careers teacher- student relations Theoretical interests: achievement motivation attitude theory attribution theory conflict management and the learning of pro-social behaviour cultural and social capital discourse analysis group dynamics role theory social exchange theory social transition social learning theory status attainment symbolic interaction the study of organisations Research methods: comparative research experiments formal observations historical studies literature reviews panel studies qualitative methods sample surveys For social psychologists with a special interest in educational matters, educational researchers with a social psychological approach.