Publication
Title
The role of teacher-pupil relations in stereotype threat effects in Flemish secondary education
Author
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.
Language
English
Source (journal)
Urban education. - Beverly Hills, Calif.
Publication
Beverly Hills, Calif. : 2016
ISSN
0042-0859
Volume/pages
(2016), p. 1-30
Full text (Publishers DOI)
Full text (open access)
Full text (publishers version - intranet only)
UAntwerpen
Faculty/Department
Research group
Publication type
Subject
Affiliation
Publications with a UAntwerp address
External links
Record
Identification
Creation 23.05.2016
Last edited 07.06.2016
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