Zusammenfassung
Im Beitrag wird untersucht, ob a) das Sanktionsverhalten und Stereotype von angehenden Lehrkräften in Abhängigkeit vom Demographic Match, also abhängig von der ethnischen Passung zwischen Schüler*in und Lehrkraft, variieren und b) inwieweit sich Stereotype als Erklärung eines spezifischen Sanktionsverhaltens eignen. Um bestimmte Annahmen zu verschiedenen Kombinationen des Demographic Match beziehungsweise Mismatch zu begründen, wird auf Stereotype und deren Funktion in Prozessen sozialer Identitätsbildung sowie zur Aufrechterhaltung sozialer Hierarchien zurückgegriffen. Die empirische Basis zur Prüfung dieser Annahmen bildet eine Experimentalstudie unter 196 Lehramtsstudierenden, darunter 31 Studierende mit Migrationshintergrund. Die Ergebnisse zeigen, dass Lehramtsstudierende ohne Migrationshintergrund Schüler männlichen Geschlechts mit Migrationshintergrund nicht wesentlich anders behandeln als Schüler ohne Migrationshintergrund, darüberhinaus lassen sich weder Hinweise auf explizite noch implizite Stereotype finden. Schüler*innen mit Migrationshintergrund profitieren nicht von Lehramtsstudierenden mit Migrationshintergrund: Sie werden im Vergleich der Studierendengruppen ähnlich behandelt. Hingegen werden Schüler*innen ohne Migrationshintergrund durch Studierende mit Migrationshintergrund strenger bestraft als durch Lehramtsstudierende ohne Migrationshintergrund. Die Befunde deuten an, dass dieses Verhalten eine Kompensation der negativen impliziten Stereotype von Studierenden mit Migrationshintergrund gegenüber ihrer Ingroup zur Aufrechterhaltung einer günstigen sozialen Identität sein könnte. Dies wird mit Blick auf die Lehramtsausbildung problematisiert.
Ich danke Dr. Imke Dunkake für ihre wertvolle Mitwirkung bei der Studie.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
Literatur
Alexander, K. L., Entwisle, D.R. & Thompson, M.S. (1987). School performance, status relations, and the structure of sentiment: Bringing the teacher back. American Sociological Review, 52, 665–682. http://dx.doi.org/10.2307/2095602
Ashburn-Nardo, L., Knowles, M.L. & Monteith, M.J. (2003). Black Americans’ implicit racial associations and their implications for intergroup judgment. Social Cognition, 21, 61–87. http://dx.doi.org/10.1521/soco.21.1.61.21192
Aud, S., KewalRamani, A. & Frohlich, L. (2011). America’s Youth: Transitions to Adulthood (NCES 2012-026). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office
Bates, L.A. & Glick, J.E. (2013). Does it matter if teachers and schools match the student? Racial and ethnic disparities in problem behaviors. Social Science Research, 42, 1180–1190. http://dx.doi.org/10.1016/j.ssresearch.2013.04.005
Bargh, J.A. (1999). The cognitive monster: Evidence against the controllability of automatic stereotype effects. In S. Chaiken & Y. Trope (Eds.), Dual process theories in social psychology (S. 361–382). New York, NY: Guilford Press
Blalock, H.M. (1967). Status inconsistency, social mobility, status integration and structural effects. American Sociological Review, 32, 790–801. http://dx.doi.org/10.2307/2092026
Blumer, H. (1958). Race prejudice as a sense of group position. The Pacific Sociological Review, 1(1), 3–7. http://dx.doi.org/10.1007/978-1-349-26403-2_3
Bradshaw, C.P., Mitchell, M.M., O’Brennan, L.M. & Leaf, P.J. (2010). Multilevel exploration of factors contributing to the overrepresentation of black students in office disciplinary referrals. Journal of Educational Psychology, 102, 508–520. http://dx.doi.org/10.1037/a0018450
Bundesamt für Migration und Flüchtlinge (2011). Lehrkräfte mit Migrationshintergrund. Nürnberg: BAMF
Chang, D. & Demyan, A.L. (2007). Teachers’ stereotypes of Asian, Black, and White students. School Psychology Quarterly, 22, 91–114. http://dx.doi.org/10.1037/1045-3830.22.2.91
Cullinan, D. & Kauffman, J.M. (2005). Do race of student and race of teacher influence ratings of emotional and behavioral problem characteristics of students with emotional disturhance? Behavioral Disorders, 30, 393–402. http://dx.doi.org/10.1177/019874290503000403
Crocker, J., Major, B. & Steele, C. (1998). Social stigma. In D. T. Gilbert, S. T. Fiske & G. Lindzey (Eds.), The handbook of social psychology (4th ed.), (Vol. 2, pp. 504–553). Boston, MA: McGraw-Hill
Dasgupta, N. (2004). Implicit ingroup favoritism, outgroup favoritism, and their behavioral manifestations. Social Justice Research, 17, 143–169. http://dx.doi.org/10.1023/B:SORE.0000027407.70241.15
Dee, T.S. (2005). A teacher like me: Does race, ethnicity, or gender matter? The American Economic Review, 95, 158–165. http://dx.doi.org/10.1257/000282805774670446
Demanet, J. & Van Houtte, M. (2012). The impact of bullying and victimization on students’ relationships. American Journal of Health Education, 43, 104–113. http://dx.doi.org/10.1080/19325037.2012.10599225
Devine, P. G. (1989). Automatic and controlled processes in prejudice: The role of stereotypes and personal beliefs. In A. R. Pratkanis, S. J. Breckler & A. G. Greenwald (Eds.), The third Ohio State University Vol. on attitudes and persuasion. Attitude structure and function (S. 181–212). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Diehl, C., Fischer-Neumann, P. & Mühlau, P. (2016). Between ethnic options and ethnic boundaries – Recent Polish and Turkish migrants’ identification with Germany. Ethnicities, 16, 236–260. http://dx.doi.org/10.1177/1468796815616156
Downey, D. & Pribesh, S. (2004). When race matters: Teachers’ evaluations of students’ classroom behavior. Sociology of Education, 77, 267–282. http://dx.doi.org/10.1177/003804070407700401
Driessen, G. (2015). Teacher ethnicity, student ethnicity, and student outcomes. Intercultural Education, 26(3), 179–191. http://dx.doi.org/10.1080/14675986.2015.1048049
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, 50, 56–69. http://dx.doi.org/10.1016/j.tate.2015.04.005
Eagly, A. & Mladinic, A. (1989). Gender stereotypes and attitudes toward women and men. Personality and Social Psychology Bulletin, 15, 543–558. http://dx.doi.org/10.1177/0146167289154008
Evertson, C.M. & Weinstein, C.S. (2011). Handbook of classroom management research, practice, and contemporary issues. New York, NY: Routledge
Fazio, R. H. (1990). A practical guide to the use of response latencies in social psychological research. In C. Hendricks & M. S. Clark (Eds.), Research methods in personality and social psychology: Review of personality and social psychology (Vol. 11, pp. 74–97). Newbury Park, CA: Sage
Froehlich, L., Martiny, S.E., Deaux, K. & Mok, S.Y. (2016). “It’s their responsibility, not ours” stereotypes about competence and causal attributions for immigrants’ academic underperformance. Social Psychology, 47, 74–86
Georgi, V.B. (2013). Empirische Forschung zu Lehrenden mit Migrationshintergrund, minority teachers und teachers of color. In K. Bräu, V.B. Georgi, Y. Karaka¸so˘glu & Carolin Rotter (Hrsg.), Lehrerinnen und Lehrer mit Migrationshintergrund. Zur Relevanz eines Merkmals in Theorie, Empirie und Praxis (S. 85–103). Münster: Waxmann
Gawronsky, B., Geschke, D. & Banse, R. (2003). Implicit bias in impression formation: Associations influence the construal of individuating information. European Journal of Social Psychology, 33, 573–589. http://dx.doi.org/10.1002/ejsp.166
Glock, S. (2016). Stop talking out of turn: The influence of students’ gender and ethnicity on preservice teachers’ intervention strategies for student misbehavior. Teaching and Teacher Education, 56, 106–114. http://dx.doi.org/10.1016/j.tate.2016.02.012
Glock, S. & Böhmer, I. (2018). Teachers’ and preservice teachers’ stereotypes, attitudes, and spontaneous judgments of male ethnic minority students. Studies in Educational Evaluation, 59, 244–255. http://dx.doi.org/10.1016/j.stueduc.2018.09.001
Glock, S. & Krolak-Schwerdt, S. (2014). Stereotype activation versus application: How teachers process and judge information about students from ethnic minorities and with low socioeconomic background. Social Psychology of Education, 17, 589–607. http://dx.doi.org/10.1007/s11218-014-9266-6
Greenwald, A.G. & Banaji, M.R. (1995). Implicit social cognition: Attitudes, self-esteem, and stereotypes. Psychological Review, 102, 4–27. http://dx.doi.org/10.1037/0033-295X.102.1.4
Halberstadt, A.G., Castro, V.L., Chu, Q., Lozada, F.T. & Sims, C.M. (2018). Preservice teachers’ racialized emotion recognition, anger bias, and hostility attributions. Contemporary Educational Psychology, 54, 125–138. http://dx.doi.org/10.1016/j.cedpsych.2018.06.004
Hamilton, D.L. & Troiler, T.K. (1986). Stereotypes and stereotyping: an overview of the cognitive approach. In J. F. Davidio & S. L. Gaertner (Eds.), Prejudice, discrimination, and racism (pp. 127–163). Orlando, FL: Academic Press
Helbig, M. (2010). Sind Lehrerinnen für den geringeren Schulerfolg von Jungen verantwortlich? Kölner Zeitschrift für Soziologie und Sozialpsychologie. 62, 93–111. http://dx.doi.org/10.1007/s11577-010-0095-0
Hilton, J.L. & von Hippel, W. (1996). Stereotypes. Annual Review of Psychology, 47, 237–271. http://dx.doi.org/10.1146/annurev.psych.47.1.237
Jordan, W.J., Lara, J. & McPartland, J.M. (1996). Exploring the causes of early dropout among race-ethnic and gender groups. Youth & Society, 28, 62–94. http://dx.doi.org/10.1177/0044118X96028001003
Junger-Tas, J., Marshall, I.H., Enzmann, D., Killias, M., Steketee, M., Gruszczynska, B. (2010). Juvenile delinquency in Europe and beyond. Heidelberg: Springer Verlag. http://dx.doi.org/10.1007/978-0-387-95982-5
Kokkinos, C.M., Panayiotou, G. & Davazoglou, A.M. (2004). Perceived seriousness of pupils’ undesirable behaviours: The student teachers’ perspective. Educational Psychology, 24, 109–120. http://dx.doi.org/10.1080/0144341032000146458
Kokkinos, C.M., Panayiotou, G. & Davazoglou, A.M. (2005). Correlates of teacher appraisals of student behaviors. Psychology in the Schools, 42, 79–89. http://dx.doi.org/10.1002/pits.20031
Kraus, M.W. & Keltner, D. (2013). Social class rank, essentialism, and punitive judgment. Journal of Personality and Social Psychology, 105, 247–261. http://dx.doi.org/10.1037/a0032895
Kumar, R. & Hamer, L. (2012). Preservice teachers’ attitudes and beliefs toward student diversity and proposed instructional practices: A sequential design study. Journal of Teacher Education, 64, 162–177. http://dx.doi.org/10.1177/0022487112466899
Kunesh, C.E. & Noltemeyer, A. (2019). Understanding disciplinary disproportionality: Stereotypes shape pre-service teachers’ beliefs about black boys’ behavior. Urban Education, 54, 471–498. http://dx.doi.org/10.1177/0042085915623337
Lawson, G.M., Nissley-Tsiopinis, J., Nahmias, A., McConaughy, S.H. & Eiraldi, R. (2017). Do parent and teacher report of ADHD symptoms in children differ by SES and racial status? Journal of Psychopathology and Behavioral Assessment, 39, 426–440. http://dx.doi.org/10.1007/s10862-017-9591-0
Macrae, C.N., Stangor, C. & Hewstone, M. (1996). Stereotypes and stereotyping. New York, NY: The Guilford Press
Massumi, M. (2014). Diversität in der Lehrerinnen- und Lehrerbildung – zur Bedeutung von Lehrkräften mit Migrationshintergrund, Haushalt in Bildung und Forschung, 1, 87–95. http://dx.doi.org/10.3224/hibifo.v3i1.15564
Maylor, U. (2009). They do not relate to black people like us: Black teachers as role models for black pupils. Journal of Education Policy, 24, 1–21. http://dx.doi.org/10.1080/02680930802382946
McGrady, P.B & Reynolds, J.R. (2013). Racial mismatch in the classroom: Beyond black- white differences. Sociology of Education, 86, 3–17. http://dx.doi.org/10.1177/0038040712444857
Meister, D.G. & Melnick, S.A. (2003). National new teacher study: Beginning teachers’ concerns. Action in Teacher Education, 24(4), 87–94. http://dx.doi.org/10.1080/01626620.2003.10463283
Minor, E.C. (2014). Racial Differences in Teacher Perception of student Ability. Teachers Collage Record, 116(10), 1–22
Monahan, K.C., Vanderhei, S., Beardslee, J.B. & Cauffman, E. (2014). From the school yard to the squad car: School discipline, truancy, and arrest. Journal of Youth and Adolescence, 43, 1110–1122. http://dx.doi.org/10.1007/s10964-014-0103-1
Monroe, C.R. & Obidah, J.E. (2004). The influence of cultural synchronization on a teacher’s perceptions of disruption: A case study of an African American middle-school classroom. Journal of Teacher Education, 55, 256–268. http://dx.doi.org/10.1177/0022487104263977
Morris, E.W. & Perry, B.L. (2016). The punishment gap: School suspension and racial disparities in achievement. Social Problems, 63, 68–86. http://dx.doi.org/10.1093/socpro/spv026
Murray, F. & Farrington, D.P. (2010). Risk factors for conduct disorder and delinquency: Key findings from longitudinal studies. The Canadian Journal of Psychiatry, 55, 633–642. http://dx.doi.org/10.1177/070674371005501003
Musu-Gillette, L., Robinson, J., McFarland, J., KewalRamani, A., Zhang, A. & Wilkinson-Flicker, S. (2016). Status and Trends in the Education of Racial and Ethnic Groups 2016 (NCES 2016-007). Washington, DC: U.S. Department of Education, National Center for Education Statistics
Neal, L.V., McCray, A.D., Webb-Johnson, G. & Bridgest, S.T. (2003). The effects of African American movement styles on teachers’ perceptions and reactions. The Journal of Special Education, 37, 49–57. http://dx.doi.org/10.1177/00224669030370010501
Neugebauer, M. & Klein, O. (2016): Profitieren Kinder mit Migrationshintergrund von pädagogischen Fachkräften mit Migrationshintergrund? Kölner Zeitschrift für Soziologie und Sozialpsychologie, 68, 259–283
Neugebauer, M. (2011). Werden Jungen von Lehrerinnen bei den Übergangsempfehlungen für das Gymnasium benachteiligt? Eine Analyse auf Basis der IGLU-Daten. In A. Hadjar (Hrsg.), Geschlechtsspezifische Bildungsungleichheiten (S. 235–260). Wiesbaden: VS Verlag für Sozialwissenschaften. http://dx.doi.org/10.1007/s11577-016-0359-4
Nichols, J. D. (2004). An exploration of discipline and suspension data. The Journal of Negro Education, 73, 408–423. http://dx.doi.org/10.2307/4129625
Nicholson-Crotty, S., Birchmeier, Z. & Valentine, D. (2009). Exploring the impact of school discipline on racial disproportion in the juvenile justice system. Social Science Quarterly, 90, 1003-1018. http://dx.doi.org/10.1111/j.1540-6237.2009.00674.x
Nosek, B.A., Banaji, M.R. & Greenwald, A.G. (2002). Harvesting implicit group attitudes and beliefs from a demonstration web site. Group Dynamics: Theory, Research, and Practice, 6, 101–115. http://dx.doi.org/10.1037/1089-2699.6.1.101
Okonofua, J.A. & Eberhardt, J.L. (2015). Two strikes: Race and the disciplining of young students. Psychological Science, 26, 617–624. http://dx.doi.org/10.1177/0956797615570365
Okonofua, J.A., Walton, G.M. & Eberhardt, J.L. (2016). A vicious cycle: A social–psychological account of extreme racial disparities in school discipline. Perspectives on Psychological Science, 11, 381–398. http://dx.doi.org/10.1177/1745691616635592
Peguero, A.A. & Shekarkhar, Z. (2011). Punishing Latina/o Youth: School justice, fairness, order, dropping out, and gender disparities. Hispanic Journal of Behavioral Sciences, 33, 54–70. http://dx.doi.org/10.1177/0739986316679633
Pendry, L. (2007) Soziale Kognition. In K., Jonas, W., Stroebe & M., Hewstone (Hrsg.), Sozialpsychologie. (S. 111–145). Heidelberg: Springer. http://dx.doi.org/10.1007/978-3-540-71633-4_4
Petras, H., Masyn, K.E., Buckley, J.A., Ialongo, N.S. & Kellam, S. (2011). Who is most at risk for school removal? A multilevel discrete-time survival analysis of in- dividual- and context-level influences. Journal of Educational Psychology, 103, 223–237
Pigott, R.L. & Cowen, E.L. (2000). Teacher race, child race, racial congruence, and teacher ratings of children’s school adjustment. Journal of School Psychology, 38, 177–196. http://dx.doi.org/10.1016/S0022-4405(99)00041-2
Pole, C. (1999). Black teachers giving voice: Choosing and experiencing teaching. Teacher Development, 3, 313–328. http://dx.doi.org/10.1080/13664539900200089
Rauch, D., Mang, J., Härtig, H. & Haag, N. (2016). Naturwissenschaftliche Kompetenz von Schülerinnen und Schülern mit Zuwanderungshintergrund. In K. Reiss, C. Sälzer, A. Schiepe-Tiska, E. Klieme, O. Köller (Hrsg.), PISA 2015. Eine Studie zwischen Kontinuität und Innovation (S. 317–347). Münster: Waxmann
Rimm-Kaufman, S.E., Pianta, R.C. & Cox, M.J. (2000). Teachers’ judgments of problems in the transition to kindergarten. Early Childhood Research Quarterly, 15, 147–166. http://dx.doi.org/10.1016/S0885-2006(00)00049-1
Rocque, M. & Paternoster, R. (2011). Understanding the antecedents of the School-to-jail link: The relationship between race and school discipline. The Journal of Criminal Law and Criminology, 101, 633–666
Romi, S. & Freund,M. (1999). Teachers’, students’ and parents’ attitudes towards disruptive behaviour problems in high school: a case study, educational psychology. An International Journal of Experimental Educational Psychology, 19, 53–70. http://dx.doi.org/10.1080/0144341990190104
Rotter, C. (2012). Lehrkräfte mit Migrationshintergrund: Bildungspolitische Erwartungen und individuelle Umgangsweisen. Zeitschrift für Pädagogik, 58, 204–221
Sidanius, J. & Pratto, F. (1999). Social dominance: An intergroup theory of social hierarchy and oppression. New York: Cambridge University Press. http://dx.doi.org/10.1017/CBO9781139175043
Skiba, R.J., Horner, R.H., Chung, C.G., Rausch, M.K., May, S.L. & Tobin, T. (2011). Race is not neutral: A national investigation of African American and Latino disproportionality in school discipline. School Psychology Review, 40, 85–107
Skiba, R.J., Michael, R.S., Nardo, A.C. & Peterson, R.L. (2002) The Color of Discipline: Sources of Racial and Gender Disproportionality in School Punishment. The Urban Review, 34, 317–342
Skiba, R.J., Peterson, R.L. & Williams, T. (1997). Office referrals and suspension: Disciplinary intervention in middle schools. Education and Treatment of Children, 20, 295–315
Tajfel, H. (1969). Cognitive aspects of prejudice. Journal of Social Issues, 25, 79–97. http://dx.doi.org/10.1111/j.1540-4560.1969.tb00620.x
Tajfel, H. (1970). Experiments in intergroup discrimination. Scientific American, 223, 96–102. http://dx.doi.org/10.1038/scientificamerican1170-96
Takei, Y. & Shouse, R. (2008). Ratings in Black and White: does racial symmetry or asymmetry influence teacher assessment of a pupil’s work habits? Social Psychology of Education, 11, 367–387. http://dx.doi.org/10.1007/s11218-008-9064-0
Townsend, B. L. (2000). The disproportionate discipline of African American learners: Reducing school suspensions and expulsions. Exceptional Children, 66, 381–391. http://dx.doi.org/10.1177/001440290006600308
Turner, J.C. (1987) A Self-Categorization Theory. In J.C. Turner, M.A. Hogg, P.J. Oakes, S.D. Reicher & M.S. Wetherell (Eds.), Rediscovering the Social Group: A Self-Categorization Theory (pp. 42–67). Oxford, UK: Blackwell Publisher
Vavrus, F. & Cole, K. (2002). “I didn’t do nothin’”: The discursive construction of school suspension. The Urban Review, 34, 87–111
Wegener, D.T. & Petty, R.E. (1997). The flexible correction model: The role of naive theories of bias in bias correction. In M.P., Zanna (Ed.), Advances in Experimental Social Psychology (Vol. 29, pp. 141–208). San Diego: Elsevier Academic Press. http://dx.doi.org/10.1016/S0065-2601(08)60017-9
Welch, K. & Payne, A. (2010). Racial threat and punitive school discipline. Social Problems, 57, 25–48. http://dx.doi.org/10.1525/sp.2010.57.1.25
Werthamer-Larsson, L., Kellam, S.G. & Wheeler, L. (1991). Effect of first-grade classroom environment on shy behavior, aggressive behavior, and concentration problems. American Journal of Community Psychology, 19, 585–602. http://dx.doi.org/10.1007/BF00937993
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 Springer Fachmedien Wiesbaden GmbH, ein Teil von Springer Nature
About this chapter
Cite this chapter
Schuchart, C. (2020). Demographic Match: Profitieren Schüler*innen mit Migrationshintergrund vom Migrationshintergrund ihrer Lehrkräfte?. In: Glock, S., Kleen, H. (eds) Stereotype in der Schule. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-27275-3_11
Download citation
DOI: https://doi.org/10.1007/978-3-658-27275-3_11
Published:
Publisher Name: Springer VS, Wiesbaden
Print ISBN: 978-3-658-27274-6
Online ISBN: 978-3-658-27275-3
eBook Packages: Education and Social Work (German Language)