Changing preservice teacher students' stereotypes and attitudes and reducing judgment biases concerning students of different family backgrounds: Effects of a short intervention

Numerous empirical findings have shown biased judgments of (future) teachers depending on students' ethnic and social background. Furthermore, research has indicated that (future) teachers' stereotypes and attitudes differ depending on students' backgrounds and appear to influence (future) teachers' judgments. Based on theories of stereotype change, attitude change, and judgment formation, a short intervention was developed to change stereotypes and attitudes and to reduce judgment biases. In an experimental study (within- and between-subject design) with N = 215 preservice teacher students, the effectiveness of the intervention on stereotype change, attitude change, and reduction of judgment distortions was tested. The results showed hypothesized effects of the intervention on stereotypes and attitudes towards students with an immigration background and students with low social status. Furthermore, the intervention showed effects on preservice teacher students' judgments, especially for low-status students.

Automated summary

Empirical findings have shown biased judgments of (future) teachers based on students' ethnic and social backgrounds. Stereotypes and attitudes of (future) teachers differ based on students' backgrounds and influence their judgments. An intervention was developed using theories of stereotype change, attitude change, and judgment formation to reduce biases. Experimental results showed that the intervention effectively changed stereotypes and attitudes, and reduced judgment distortions, especially for low-status students.