Title
The role of teacher-pupil relations in stereotype threat effects in Flemish secondary educationThe role of teacher-pupil relations in stereotype threat effects in Flemish secondary education
Author
Faculty/Department
Faculty of Social Sciences. Instructional and Educational Sciences
Faculty of Social Sciences. Sociology
Research group
Centre for Migration and Intercultural Studies (CeMIS)
Publication type
article
Publication
Beverly Hills, Calif.,
Subject
Sociology
Educational sciences
Source (journal)
Urban education. - Beverly Hills, Calif.
Volume/pages
(2016), p. 1-30
ISSN
0042-0859
Carrier
E
Target language
English (eng)
Full text (Publishers DOI)
Affiliation
University of Antwerp
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 teacherpupil relations to our analyses. Our results show that stigmatized groupsethnic minority pupils in vocational educationexperience the most negative teacherpupil 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, teacherpupil relations play an important role in explaining stereotype threat effects.
E-info
https://repository.uantwerpen.be/docman/iruaauth/cbbed7/133474.pdf
Full text (open access)
https://repository.uantwerpen.be/docman/irua/28c269/133474.pdf
Handle