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ERIC Number: EJ1081099
Record Type: Journal
Publication Date: 2016
Pages: 23
Abstractor: As Provided
Reference Count: 103
ISSN: ISSN-0022-0973
Implicit Gender Stereotypes and Essentialist Beliefs Predict Preservice Teachers' Tracking Recommendations
Nürnberger, Miriam; Nerb, Josef; Schmitz, Florian; Keller, Johannes; Sütterlin, Stefan
Journal of Experimental Education, v84 n1 p152-174 2016
This study investigated the extent to which differences in implicit and explicit math--language gender stereotypes, and essentialist beliefs among preservice teachers affect tracking recommendations for math/science versus language-oriented secondary schools. Consistent with expectations, the results suggest that student's gender influences preservice teachers' school career recommendations: Boys are more likely to be recommended for a math/science-oriented secondary school, whereas girls are more likely recommended for a language-oriented school. Both implicit math-language gender stereotypes and beliefs in genetic determinism (reflecting essentialist beliefs) predicted the stereotypicality of school career recommendations, whereas explicit measures did not. The results suggest that more closely investigating factors contributing to stereotypical behavior in teachers might help to minimize biased actions and decisions in the educational context.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany