Zusammenfassung
In diesem Artikel wird ein Forschungsüberblick über Einstellungen sowohl gegenüber Schüler*innen ethnischer Minoritäten als auch gegenüber Schüler*innen mit sonderpädagogischem Förderbedarf sowie gegenüber Inklusion gegeben. Lehrkrafteinstellungen gelten als wichtiger Faktor einerseits bezüglich einer erfolgreichen Inklusion von Schüler*innen mit sonderpädagogischem Förderbedarf, andererseits aber auch, wenn es um ethnische Ungleichheiten geht. Aus diesem Grund sind gerade Schüler*innen ethnischer Minoritäten interessant, da diese häufig als sogenannte „Bildungsverlierer“ gelten. Der Überblick geht dabei sowohl auf implizite als auch auf explizite Einstellungen von Lehrkräften und Lehramtsstudierenden ein und führt die Relevanz moderierender Variablen, wie die Berufserfahrung oder den Kontakt, auf. Darüber hinaus wird auf die Relation zwischen Einstellungen und Verhalten eingegangen. Es zeigt sich, dass für Schüler*innen ethnischer Minoritäten sowie für Schüler*innen mit sonderpädagogischem Förderbedarf die impliziten Einstellungen negativ und die expliziten positiv sind. Darüber hinaus zeigt sich, dass die Einstellungen nicht stabil sind, sondern je nach zusätzlicher moderierender Variable variieren. Insbesondere bei den Einstellungen gegenüber Schüler*innen ethnischer Minoritäten lässt sich ein Zusammenhang zwischen Einstellungen und Verhalten von Lehrkräften finden. Die bisherige Forschung wird hinsichtlich möglicher zukünftiger Forschung und praktischer Implikationen diskutiert.
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Notes
- 1.
Da in diesem Kapitel auch internationale Forschung zu Einstellungen von Lehrpersonen berichtet wird, wird der Begriff Schüler*innen ethnischer Minoritäten verwendet, um anzuzeigen, dass diese Schülergruppe nicht der Mehrheitsgruppe eines Landes entspricht. Dies kann, wie es in Europa häufig anzutreffen ist, aufgrund eines Zuwanderungshintergrundes der Schüler*innen und deren Familien zutreffen. Hierbei sind in Deutschland als die größte Gruppe ethnischer Minoritäten die Zuwanderer aus der Türkei zu nennen (Destatis 2017). In anderen Ländern wie zum Beispiel in den USA werden als Schüler ethnischer Minoritäten sowohl eingewanderte Schüler*innen (beispielsweise aus Lateinamerika) als auch afroamerikanische Schüler*innen gefasst.
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Glock, S., Kleen, H., Krischler, M., Pit-ten Cate, I. (2020). Die Einstellungen von Lehrpersonen gegenüber Schüler*innen ethnischer Minoritäten und Schüler*innen mit sonderpädagogischem Förderbedarf: Ein Forschungsüberblick. In: Glock, S., Kleen, H. (eds) Stereotype in der Schule. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-27275-3_8
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