“I wish I could say, ‘Yeah, both the same’”: Cultural stereotypes and individual differentiations of preservice teachers about different low socioeconomic origins

Abstract

Previous studies have shown that (preservice) teachers have more negative stereotypes toward students from lower socioeconomic backgrounds than toward students from higher socioeconomic backgrounds. School-specific studies on different low socioeconomic origins have been non-existent so far. Evidence collected in non-school settings shows that welfare recipients are stereotyped more negatively than the working poor. This mixed methods study therefore surveyed cultural stereotypes and individual constructions of difference concerning the working poor and welfare recipients by German preservice teachers. In the quantitative study (N = 196), more stereotypes were mentioned in relation to welfare recipients than to the working poor, and more negative and fewer positive stereotypes were mentioned in relation to welfare recipients. In addition to social status, the individual characteristics (e.g., commitment) of welfare recipients were more frequently stereotyped negatively than those of the working poor. In the qualitative interview study (N = 10), preservice teachers reported that the general public perceives welfare recipients more negatively than the working poor. Preservice teachers who obtain their information about welfare recipients from public perception attributed individual failure (e.g., low commitment) as the cause for welfare recipients and structural failure (e.g., incorrect decisions by policy-makers) as the cause for the working poor. Other preservice teachers disagreed with the negative public perception based on personal experience and described welfare recipients as only being in a worse social position than the working poor. The results of the mixed methods study reveal the need to distinguish between different low socioeconomic origins in future stereotype studies.

A Gender Bias in Curriculum-Based Measurement across Content Domains: Insights from a German Study

“…There is ample evidence that even in pre-service teachers' stereotypical beliefs about students regarding their ethnicity or gender exist [56,57]. Once established, these stereotypes are likely to affect the judgment of students later during their teaching in school e.g., [58].…”