Abstract
Extending research on the ‘disharmony stereotype’, we examined teachers-in-training’s perceptions of gifted children’s characteristics and their expected teacher-child interactions. Also, we investigated whether adding context information that contrasts the impaired social functioning of gifted students could buffer teachers’ stereotypes.An experiment was conducted (N = 522 teachers-in-training), using a 2 × 2 × 2 between-subjects-design. Participants received a vignette (gifted/average, girl/boy, having friends/neutral) and questionnaires regarding their perceptions of the child in the vignette.Based on the vignette, teachers-in-training displayed negative views of the personality and socio-emotional functioning of gifted children and the quality of the expected teacher-student relationship. Adding counter-stereotyping information had no buffering effect.
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