Abstract

Two experimental studies investigated the disadvantages faced by female ethnic minority students when they are judged by pre- and inservice teachers. The results suggest that (preservice) teachers’ judgments were affected by the judgment dimension. Study 1 revealed that teachers apply gender stereotypes in their judgments on mathematical ability: Teachers perceived female students’ mathematical ability as lower than male students’ mathematical ability. Furthermore, in Study 1 (inservice teachers) and Study 2 (preservice teachers) students’ ethnicity influenced judgments on language proficiency. Beyond that, in Study 2 even judgments on mathematical ability were influenced by the information on students’ ethnicity. However, the interplay of the student characteristics is crucial for preservice teachers while it is not for inservice teachers.

摘要

两项实验研究调查了少数民族女学生在接受职前和在职教师评判时面临的劣势。结果表明，（职前）教师的判断受到判断维度的影响。研究 1 显示，教师在判断数学能力时使用了性别刻板印象：教师认为女学生的数学能力低于男学生的数学能力。此外，在研究 1（在职教师）和研究 2（在职教师）中，学生的种族影响了对语言能力的判断。除此之外，在研究 2 中，甚至对数学能力的判断也受到学生种族信息的影响。然而，学生特征的相互作用对职前教师至关重要，而对在职教师则不然。