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Why Is Murat’s Achievement So Low? Causal Attributions and Implicit Attitudes Toward Ethnic Minority Students Predict Preservice Teachers’ Judgments About Achievement
In many educational systems, ethnic minority students score lower in their academic achievement, and consequently, teachers develop low expectations regarding this student group. Relatedly, teachers’ implicit attitudes, explicit expectations, and causal attributions also differ between ethnic minori...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9009585/ https://www.ncbi.nlm.nih.gov/pubmed/35432073 http://dx.doi.org/10.3389/fpsyg.2022.819793 |
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author | Glock, Sabine Shevchuk, Anna Kleen, Hannah |
author_facet | Glock, Sabine Shevchuk, Anna Kleen, Hannah |
author_sort | Glock, Sabine |
collection | PubMed |
description | In many educational systems, ethnic minority students score lower in their academic achievement, and consequently, teachers develop low expectations regarding this student group. Relatedly, teachers’ implicit attitudes, explicit expectations, and causal attributions also differ between ethnic minority and ethnic majority students—all in a disadvantageous way for ethnic minority students. However, what is not known so far, is how attitudes and causal attributions contribute together to teachers’ judgments. In the current study, we explored how implicit attitudes and causal attributions contribute to preservice teachers’ judgments of the low educational success of an ethnic minority student. Results showed that both implicit attitudes and causal attributions predicted language proficiency and intelligence judgments. Negative implicit attitudes, assessed with the IRAP, and internal stable causal attributions led to lower judgments of language proficiency, whereas lower judgments of intelligence were predicted by positive implicit attitudes and higher judgments of intelligence by external stable attributions. Substantial differences in the prediction of judgments could be found between the IRAP and BIAT as measures of implicit attitudes. |
format | Online Article Text |
id | pubmed-9009585 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-90095852022-04-15 Why Is Murat’s Achievement So Low? Causal Attributions and Implicit Attitudes Toward Ethnic Minority Students Predict Preservice Teachers’ Judgments About Achievement Glock, Sabine Shevchuk, Anna Kleen, Hannah Front Psychol Psychology In many educational systems, ethnic minority students score lower in their academic achievement, and consequently, teachers develop low expectations regarding this student group. Relatedly, teachers’ implicit attitudes, explicit expectations, and causal attributions also differ between ethnic minority and ethnic majority students—all in a disadvantageous way for ethnic minority students. However, what is not known so far, is how attitudes and causal attributions contribute together to teachers’ judgments. In the current study, we explored how implicit attitudes and causal attributions contribute to preservice teachers’ judgments of the low educational success of an ethnic minority student. Results showed that both implicit attitudes and causal attributions predicted language proficiency and intelligence judgments. Negative implicit attitudes, assessed with the IRAP, and internal stable causal attributions led to lower judgments of language proficiency, whereas lower judgments of intelligence were predicted by positive implicit attitudes and higher judgments of intelligence by external stable attributions. Substantial differences in the prediction of judgments could be found between the IRAP and BIAT as measures of implicit attitudes. Frontiers Media S.A. 2022-03-31 /pmc/articles/PMC9009585/ /pubmed/35432073 http://dx.doi.org/10.3389/fpsyg.2022.819793 Text en Copyright © 2022 Glock, Shevchuk and Kleen. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Glock, Sabine Shevchuk, Anna Kleen, Hannah Why Is Murat’s Achievement So Low? Causal Attributions and Implicit Attitudes Toward Ethnic Minority Students Predict Preservice Teachers’ Judgments About Achievement |
title | Why Is Murat’s Achievement So Low? Causal Attributions and Implicit Attitudes Toward Ethnic Minority Students Predict Preservice Teachers’ Judgments About Achievement |
title_full | Why Is Murat’s Achievement So Low? Causal Attributions and Implicit Attitudes Toward Ethnic Minority Students Predict Preservice Teachers’ Judgments About Achievement |
title_fullStr | Why Is Murat’s Achievement So Low? Causal Attributions and Implicit Attitudes Toward Ethnic Minority Students Predict Preservice Teachers’ Judgments About Achievement |
title_full_unstemmed | Why Is Murat’s Achievement So Low? Causal Attributions and Implicit Attitudes Toward Ethnic Minority Students Predict Preservice Teachers’ Judgments About Achievement |
title_short | Why Is Murat’s Achievement So Low? Causal Attributions and Implicit Attitudes Toward Ethnic Minority Students Predict Preservice Teachers’ Judgments About Achievement |
title_sort | why is murat’s achievement so low? causal attributions and implicit attitudes toward ethnic minority students predict preservice teachers’ judgments about achievement |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9009585/ https://www.ncbi.nlm.nih.gov/pubmed/35432073 http://dx.doi.org/10.3389/fpsyg.2022.819793 |
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