Teacher judgments and the disciplinary sanctioning of pupils can be understood as a function of the ethnic match, which means whether or not teachers and pupils have the same ethnic background. According to social identity theory, teachers should be motivated to protect positive self-esteem and therefore favour pupils of their ethnic in-group over pupils of their ethnic out-group. Following system justification theory however, it must be assumed that teachers also base their judgments and their disciplinary behaviour on the acceptance of social hierarchies. According to this theory, ethnic minority teachers should therefore favour ethnic majority pupils over ethnic minority pupils. We test these hypotheses by conducting an experimental study among 196 preservice teachers. The results suggest that ethnic majority participants do not discriminate against ethnic minority pupils. However, although ethnic minority participants seem to explicitly favour their in-group, they also implicitly tend to have more negative stereotypes about them. Moreover, the more negative explicit and implicit stereotypes ethnic minority participants have against pupils of their in-group, the more severely they punish pupils of their out-group. This could suggest that ethnic minority participants felt the desire to compensate for a negative view of their in-group by treating their out-group more harshly.

可以将教师的判断和对学生的纪律处分理解为种族匹配的函数，这意味着教师和学生是否具有相同的种族背景。根据社会认同理论，应该激励教师保护积极的自尊心，因此，应优先考虑族裔学生而不是族裔学生。但是，遵循系统合理性理论，必须假设教师的判断和纪律行为也要基于对社会等级制度的接受。因此，根据该理论，少数民族教师应优先考虑少数民族学生而不是少数民族学生。我们通过在196名职前教师中进行实验研究来检验这些假设。结果表明，少数族裔参与者不会歧视少数族裔学生。然而，尽管少数族裔参与者似乎明显地偏爱他们的同班人，但他们也隐含地倾向于对他们有更多的负面刻板印象。此外，少数族裔参与者对同组学生的负面刻板印象和隐性刻板印象越多，他们对同组学生的惩罚就越严厉。这可能表明少数族裔参与者希望通过更严厉地对待自己的外来群体来弥补对内在群体的负面看法。少数族裔参与者对同组学生的负面和负面刻板印象越多，他们对同组学生的惩罚就越严厉。这可能表明少数族裔参与者希望通过更严厉地对待自己的外来群体来弥补对内在群体的负面看法。少数族裔参与者对同组学生的负面和负面刻板印象越多，他们对同组学生的惩罚就越严厉。这可能表明少数族裔参与者希望通过更严厉地对待自己的外来群体来弥补对内在群体的负面看法。