Teachers’ and preservice teachers’ stereotypes, attitudes, and spontaneous judgments of male ethnic minority students

Abstract

The current research investigated German preservice and experienced teachers’ implicit stereotypes, attitudes, and explicit cognitions with respect to male ethnic minority students. Using the Implicit Association Test, Study 1 revealed negative implicit stereotypes as preservice and experienced teachers more strongly associated ethnic minority students with negative learning and working behaviors than ethnic majority students. Study 2 showed negative implicit attitudes toward ethnic minority students. Explicit cognitions in both studies were positive. In addition to characterizing teachers’ attitudes, Study 2 explored the role of attitudes in spontaneous judgments. Participants with more negative implicit attitudes made less favorable judgments of ethnic minority students. Results are discussed in terms of their implications for ethnic minority students and classroom interactions as well as for teacher education programs.