The ethnic prejudice of Flemish teachers: The role of ethnic school composition and of teachability.

Vervaet, Roselien; D’hondt, Fanny; Houtte, Mieke Van; Stevens, Peter

doi:10.1037/cdp0000085

Cited by 36 publications

(26 citation statements)

References 67 publications

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“…Furthermore, ethnic prejudice refers to a negative attitude toward Moroccans, Turks, and Eastern Europeans, but research shows that ethnic prejudice may vary depending on the nationality of ethnic minorities, related to the immigration history of a country (Chang & Demyan, 2007; Kalin, 1996). We assess MCT using information provided by the teachers, which is in line with previous studies (Agirdag et al, 2016; Capella-Santana, 2003; Spanierman et al, 2010; Vervaet et al, 2016). Because teachers can be seen as “insiders” to MCT, it is expected that teachers will provide a better insight into multicultural practices than students will (Hartup, 1996).…”

Section: Discussionmentioning

confidence: 98%

“…According to Allport, more intergroup contact leads to reduced ethnic prejudice only when (a) the different groups expect and perceive equal status in the situation, (b) the groups pursue common goals, (c) cooperation exists, and (d) there is support from authoritative figures. Moreover, research suggests that a higher proportion of ethnic minority pupils at a school is associated with less ethnic prejudice among Flemish teachers only when they evaluate their pupils as teachable (Vervaet, D’hondt, Van Houtte, & Stevens, 2016). Nevertheless, recent research indicates that Allport’s conditions are facilitating rather than necessary conditions (Dixon, Durrheim, & Tredoux, 2005).…”

Section: Introductionmentioning

confidence: 99%

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Multicultural Teaching in Flemish Secondary Schools: The Role of Ethnic School Composition, Track, and Teachers’ Ethnic Prejudice

Vervaet

Houtte

Stevens

2017

Education and Urban Society

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In this study, we investigate the association between a school's ethnic composition, the track in which teachers teach, and their level of involvement with multicultural teaching (MCT) in the Flemish context, taking into account the ethnic prejudice of teachers. Multilevel analyses of data from 590 Flemish teachers in 40 Belgian secondary schools suggest that teachers in schools with more ethnic minority pupils, teachers in vocational education, and ethnically unprejudiced teachers implement more MCT. These findings highlight the need for more research into the relationship between school features, the sociopsychological characteristics of teachers, and their involvement with MCT.

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Section: Discussionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Multicultural Teaching in Flemish Secondary Schools: The Role of Ethnic School Composition, Track, and Teachers’ Ethnic Prejudice

Vervaet

Houtte

Stevens

2017

Education and Urban Society

Self Cite

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“…Bates and Glick (2013): Positive effect of school title I. founding on teachers' assessments of students' externalizing behavior Glock et al (2018): More diverse schools: teachers hold less negative attitudes about students and are more motivated to teach minority students Vervaet et al (2016): Negative effect of ethnic school composition on teacher prejudice (but only when controlled for teachability Bates & Glick (2013): No significant effect of % minority in student body on teachers' assessments of students' externalizing behavior Glock et al (2018): Teachers think more effort is needed in fictitious diversity condition…”

Section: Stereotypesmentioning

confidence: 99%

The impact of classroom, school, neighborhood, and institutional factors on teachers’ expectations

Becker

Katarina²

2020

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Teachers represent a crucial dimension of social stratification in the school system. Their assessments of students matter by exerting short-term effects on students' motivation and achievement, but also by influencing students' educational prospects. Research shows that teachers' assessments are reasonably accurate. However, there is a residual component of inaccuracy emerging from individual -level factors (e.g., students' social or immigrant origin) as well as from classroom and school composition. In the present contribution, we add to this literature by providing a dual-process explanation on how contextual conditions on several levels, i.e., classroom, school, neighborhood and institution simultaneously frame teachers' expectations of their students. We test our theoretical model by using data comprising information on teachers, students, parents, and contextual settings of German elementary schools. We exploit institutional variations that influence the extent to which teachers perceive their expectations as relevant (i.e., binding versus non-binding recommendations for secondary school tracks). Results show that teachers' expectations are positively framed by a high share of students with immigrant background in the classroom. Yet, this effect is only valid for native students. Furthermore, we observe mutually reinforcing framing effects of the classroom's and the neighborhood's social composition on teachers' expectations. Finally, context influences are attenuated when teachers perceive their expectations as more relevant (i.e. track recommendations are binding).

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“…It seems reasonable that teachers consider students' teachability when shaping their expectations of students' (future) abilities and potential. More recently, several studies have demonstrated lower teachers' teachability expectations regarding low SES and ethnic minority students, compared to their counterparts (e.g., Van Houtte & Demanet, 2016;Van Maele & Van Houtte, 2011;Vervaet et al, 2016).…”

Section: Students' Cognitive and Non-cognitive Attributesmentioning

confidence: 99%

Bias in Primary School Teachers’ Expectations of Students? A Study of General and Specific Bias Towards SES, Ethnicity and Gender

Sneyers¹,

Vanhoof²,

Mahieu³

2020

Studia paedagogica

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Based on teachers' knowledge base of students, teacher expectations of students' (future) abilities and potential are shaped, in which bias may occur. This study investigates data on multiple attributes of 535 sixth-grade Flemish students to find out (1) whether teacher expectations of students' cognitive and non-cognitive attributes, of teacher-student relationships, and of parental involvement in education are biased, and (2) whether teachers differ in their expectation bias towards SES, ethnicity, and gender. By means of correlation analysis, in which we compared teacher expectations with multiple measured student attributes (i.e., their achievement test scores and self-assessments), the results showed statistically significant, positive correlations for all the attributes included, indicating an overall correspondence between teacher expectations and students' measured attributes. At the same time, using an indicator of teacher expectation bias by subtracting the students' measured attributes from the corresponding teacher expectations, this study highlighted an expectation bias in terms of over-and underestimation by teachers, especially with respect to teachers' expectations of students cognitive attributes and parental involvement in education. Also, a specific bias in teacher expectations towards SES and gender was found.

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The ethnic prejudice of Flemish teachers: The role of ethnic school composition and of teachability.

Cited by 36 publications

References 67 publications

Multicultural Teaching in Flemish Secondary Schools: The Role of Ethnic School Composition, Track, and Teachers’ Ethnic Prejudice

Multicultural Teaching in Flemish Secondary Schools: The Role of Ethnic School Composition, Track, and Teachers’ Ethnic Prejudice

The impact of classroom, school, neighborhood, and institutional factors on teachers’ expectations

Bias in Primary School Teachers’ Expectations of Students? A Study of General and Specific Bias Towards SES, Ethnicity and Gender

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