Abstract In many educational systems, students from families with low socioeconomic status (SES) often score lower in academic achievement than their high SES peers. Even though this effect is well-documented and research on teachers’ stereotypical beliefs and attitudes is steadily increasing, the studies so far did not specifically focus on students’ SES. In the current study, we explored preservice teachers’ implicit attitudes and their stereotypical and prejudiced beliefs toward low SES students as well as their causal attributions for the low educational success of low SES students. Results showed that teachers had negative implicit attitudes toward low SES students and that they more strongly associated competences and good learning and working habits with high SES students. The correlations highlighted the role that stereotypes play in causal attributions. Participants who more strongly associated low SES with competence and good working and learning behaviors were less likely to endorse internal attributions but were more likely to emphasize external attributions. Hence, when preservice teachers see low SES students as having high ability, they also strongly view the educational system as a source of the disadvantages that low SES students experience in school.

中文翻译：

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职前教师的态度、归因和刻板印象：探索低社会经济地位家庭学生的劣势

摘要 在许多教育系统中，来自社会经济地位低 (SES) 家庭的学生的学业成绩往往低于社会经济地位高的同龄人。尽管这种影响已经得到充分证明，并且对教师陈规定型观念和态度的研究正在稳步增加，但迄今为止的研究并未特别关注学生的社会经济地位。在目前的研究中，我们探讨了职前教师的内隐态度和他们对低 SES 学生的刻板印象和偏见信念，以及他们对低 SES 学生教育成功率低的因果归因。结果表明，教师对低社会经济地位学生有消极的内隐态度，他们与高社会经济地位学生的能力、良好的学习和工作习惯更密切相关。相关性突出了刻板印象在因果归因中的作用。将低 SES 与能力、良好的工作和学习行为更紧密地联系在一起的参与者不太可能认可内部归因，但更有可能强调外部归因。因此，当职前教师认为低 SES 学生具有高能力时，他们也强烈认为教育体系是低 SES 学生在学校经历的劣势的根源。