EFFECTS OF INFORMATION ON STUDENT‐TEACHERS‘ STEREOTYPIC PERCEPTION OF PUPILS

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Abstract

Summary. The present study examines the effect of information presentation on stereotypic perception. One group of student‐teachers received relevant information about the high ability of a pupil, a second group received relevant information about the low ability of a pupil, and another group received information irrelevant to a pupil's ability. Each of these groups was further divided into three subgroups—one third of the student‐teachers were led to believe that the pupil was of Eastern (Asian‐African) ethnic origin, one third of the subjects were led to believe that he was of Western (European‐American) and the final one third did not receive any information about the pupil's ethnic origin. The student‐teachers were asked to form impressions, to evaluate the pupil's achievement, and to make attributions regarding his predicted academic outcome. The results show that the student‐teachers formed impressions of intellectual characteristics and evaluated a pupil's academic performance on the basis of the information provided about the pupil's ability. The impressions of the social characteristics and attributions were determined jointly on the basis of the information about the pupil's ability and his ethnic origin. Also, the results did not show an expression of stereotypic perception in cases where the only provided relevant information was the pupil's ethnic origin. 1989 The British Psychological Society

Original languageEnglish
Pages (from-to)143-154
Number of pages12
JournalBritish Journal of Educational Psychology
Volume59
Issue number2
DOIs
StatePublished - Jun 1989

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