You are here:

Stereotypes and teacher characteristics as an explanation for the class-specific disciplinary practices of pre-service teachers
ARTICLE

,

TATE Volume 50, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This paper explores the importance of class-related stereotypes for the discipline practice of pre-service teachers and whether stereotypes and discipline practice are related to their students' outward appearance. Pre-service teachers were asked to assign adjectives to photographs of children from the lower and middle social classes and to choose disciplinary actions for photographs of disruptive situations involving children from these classes. Results show that 40% of pre-service teachers treated children unfairly based on class affiliation, of these 50% punished lower-class children more harshly. The unfair treatment of lower-class children was linked to class-related stereotypes and to indicators of social identity.

Citation

Dunkake, I. & Schuchart, C. (2015). Stereotypes and teacher characteristics as an explanation for the class-specific disciplinary practices of pre-service teachers. Teaching and Teacher Education: An International Journal of Research and Studies, 50(1), 56-69. Elsevier Ltd. Retrieved December 10, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2015.04.005

Keywords