Do stereotypes strike twice? Giftedness and gender stereotypes in pre-service teachers' beliefs about student characteristics in Australia

Stereotypes influence teachers' perception of and behaviour towards students, thus shaping students' learning opportunities. The present study investigated how 315 Australian pre-service teachers' stereotypes about giftedness and gender are related to their perception of students'...

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Published inAsia-Pacific journal of teacher education Vol. 48; no. 2; pp. 213 - 232
Main Authors Matheis, Svenja, Keller, Lena Kristina, Kronborg, Leonie, Schmitt, Manfred, Preckel, Franzis
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 14.03.2020
Taylor & Francis Ltd
Subjects
Academically gifted
Adjustment
Australian culture
Beliefs
Cognitive Ability
Emotional Intelligence
Foreign Countries
gender
Gender stereotypes
Gifted
Gifted children
giftedness
Higher education
Interpersonal Competence
Learning
Measures (Individuals)
Preservice teacher education
Preservice Teachers
Sex Stereotypes
Social Desirability
Stereotypes
Student Adjustment
Student attitudes
Student Characteristics
Student teacher attitudes
Student teacher beliefs
Student teachers
Students
Teacher attitudes
Teacher beliefs
Teacher education
Australia
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Abstract Stereotypes influence teachers' perception of and behaviour towards students, thus shaping students' learning opportunities. The present study investigated how 315 Australian pre-service teachers' stereotypes about giftedness and gender are related to their perception of students' intellectual ability, adjustment, and social-emotional ability, using an experimental vignette approach and controlling for social desirability in pre-service teachers' responses. Repeated-measures ANOVA showed that pre-service teachers associated giftedness with higher intellectual ability, but with less adjustment compared to average-ability students. Furthermore, pre-service teachers perceived male students as less socially and emotionally competent and less adjusted than female students. Additionally, pre-service teachers seemed to perceive female average-ability students' adjustment as most favourable compared to male average-ability students and gifted students. Findings point to discrepancies between actual characteristics of gifted female and male students and stereotypes in teachers' beliefs. Consequences of stereotyping and implications for teacher education are discussed.
AbstractList Stereotypes influence teachers' perception of and behaviour towards students, thus shaping students' learning opportunities. The present study investigated how 315 Australian pre-service teachers' stereotypes about giftedness and gender are related to their perception of students' intellectual ability, adjustment, and social-emotional ability, using an experimental vignette approach and controlling for social desirability in pre-service teachers' responses. Repeated-measures ANOVA showed that pre-service teachers associated giftedness with higher intellectual ability, but with less adjustment compared to average-ability students. Furthermore, pre-service teachers perceived male students as less socially and emotionally competent and less adjusted than female students. Additionally, pre-service teachers seemed to perceive female average-ability students' adjustment as most favourable compared to male average-ability students and gifted students. Findings point to discrepancies between actual characteristics of gifted female and male students and stereotypes in teachers' beliefs. Consequences of stereotyping and implications for teacher education are discussed.
Stereotypes influence teachers' perception of and behaviour towards students, thus shaping students' learning opportunities. The present study investigated how 315 Australian pre-service teachers' stereotypes about giftedness and gender are related to their perception of students' intellectual ability, adjustment, and social-emotional ability, using an experimental vignette approach and controlling for social desirability in pre-service teachers' responses. Repeated-measures ANOVA showed that pre-service teachers associated giftedness with higher intellectual ability, but with less adjustment compared to average-ability students. Furthermore, pre-service teachers perceived male students as less socially and emotionally competent and less adjusted than female students. Additionally, pre-service teachers seemed to perceive female average-ability students' adjustment as most favourable compared to male average-ability students and gifted students. Findings point to discrepancies between actual characteristics of gifted female and male students and stereotypes in teachers' beliefs. Consequences of stereotyping and implications for teacher education are discussed. [Author abstract]
Audience Higher Education
Postsecondary Education
Author Matheis, Svenja
Preckel, Franzis
Keller, Lena Kristina
Schmitt, Manfred
Kronborg, Leonie
AuthorAffiliation University of Trier
University of Potsdam
Monash University. Faculty of Education
Freie Universitat Berlin
University of Koblenz-Landau
AuthorAffiliation_xml – name: University of Potsdam
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Notes Refereed article. Includes bibliographical references.
Asia-Pacific Journal of Teacher Education; v.48 n.2 p.213-232; April 2020
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– ident: CIT0056
  doi: 10.1177/026142940702300109
– ident: CIT0019
  doi: 10.1037/a0038497
– ident: CIT0034
  doi: 10.4324/9781351227704
– volume-title: Explorations in giftedness
  year: 2011
  ident: CIT0068
  contributor:
    fullname: Sternberg R. J.
– ident: CIT0047
  doi: 10.1177/0016986209352684
– ident: CIT0004
  doi: 10.1037/spq0000011
– ident: CIT0012
  doi: 10.1177/001316448604600410
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Snippet Stereotypes influence teachers' perception of and behaviour towards students, thus shaping students' learning opportunities. The present study investigated how...
Stereotypes influence teachers’ perception of and behaviour towards students, thus shaping students’ learning opportunities. The present study investigated how...
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SubjectTerms Academically gifted
Adjustment
Australian culture
Beliefs
Cognitive Ability
Emotional Intelligence
Foreign Countries
gender
Gender stereotypes
Gifted
Gifted children
giftedness
Higher education
Interpersonal Competence
Learning
Measures (Individuals)
Preservice teacher education
Preservice Teachers
Sex Stereotypes
Social Desirability
Stereotypes
Student Adjustment
Student attitudes
Student Characteristics
Student teacher attitudes
Student teacher beliefs
Student teachers
Students
Teacher attitudes
Teacher beliefs
Teacher education
Title Do stereotypes strike twice? Giftedness and gender stereotypes in pre-service teachers' beliefs about student characteristics in Australia
URI https://www.tandfonline.com/doi/abs/10.1080/1359866X.2019.1576029
https://search.informit.org/documentSummary;res=AEIPT;dn=226287
http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1248842
https://www.proquest.com/docview/2382045196
Volume 48
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