Examining the origin of teacher stereotypes and their effects on teacher judgments: the role of personal and contextual conditions

Using data from the German National Educational Panel Study (NEPS), in this project we examine how personal and contextual factors shape teachers’ stereotypes and how these factors affect associations between expectations and teachers’ judgments of students of different SES and students of immigratant descent. These groups of students have repeatedly been shown to be less successful in the German school system compared to their peers from high-SES families and students without immigrant background (e.g., Henschel et al., 2019; Mahler & Kölm, 2019; Olczyk et al., 2016). By investigating the genesis of teachers’ stereotypes and the interplay between expectations and judgments expectations in-depth, we focus on important factors that might help explain these pronounced differences in achievement and attainment. More specifically, we plan two contributions: (Study 1) The role of social dominance orientation and school composition in shaping teacher achievement expectations, and (Study 2) the link between stereotypes and teachers’ judgments of students