The role of teacher-pupil relations in stereotype threat effects in Flemish secondary education

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.

Publication year:2019

Keywords:A1 Journal article

BOF-keylabel:yes

BOF-publication weight:1

CSS-citation score:2

Authors from:Higher Education

Accessibility:Open