The Role of Teacher-Pupil Relations in Stereotype Threat Effects in Flemish Secondary Education

Autor/inn/en	Nouwen, Ward; Clycq, Noel
Titel	The Role of Teacher-Pupil Relations in Stereotype Threat Effects in Flemish Secondary Education
Quelle	In: Urban Education, 54 (2019) 10, S.1551-1580 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085916646627
Schlagwörter	Foreign Countries; Teacher Student Relationship; Ethnic Stereotypes; Social Bias; Racial Bias; At Risk Students; Secondary School Students; Secondary School Teachers; Minority Group Students; Achievement Gap; Self Esteem; Urban Schools; Socioeconomic Status; Student Characteristics; Belgium; Morocco; Turkey + Suchen Sie Ihr Suchwort? Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; National stereotype; Nationales Stereotyp; Racial discrimination; Rassismus; Sekundarschüler; Self-esteem; Selbstaufmerksamkeit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Socio-economic status; Sozioökonomischer Status; Belgien; Marokko; Türkei
Abstract	This study aims to test stereotype threat theory hypotheses using a pupil survey database from Flemish urban secondary education characterized by a stratified tracking system. We relate these systemic features to stereotype threat effects by adding teacher--pupil relations to our analyses. Our results show that stigmatized groups--ethnic minority pupils in vocational education--experience the most negative teacher--pupil relations. To protect their academic self-concept from stereotype threat, they are also most vulnerable to psychological disengagement, discounting negative teacher feedback, and to disidentification from education. Moreover, teacher--pupil relations play an important role in explaining stereotype threat effects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01