Teachers-in-training perceptions of gifted children’s characteristics and teacher-child interactions: An experimental study

Extending research on the ‘disharmony stereotype’, we examined teachers-in-training’s perceptions of gifted children’s characteristics and their expected teacher-child interactions. Also, we investigated whether adding context information that contrasts the impaired social functioning of gifted students could buffer teachers’ stereotypes. An experiment was conducted (N = 522 teachers-in-training), using a 2 × 2 × 2 between-subjects-design. Participants received a vignette (gifted/average, girl/boy, having friends/neutral) and questionnaires regarding their perceptions of the child in the vignette. Based on the vignette, teachers-in-training displayed negative views of the personality and socio-emotional functioning of gifted children and the quality of the expected teacher-student relationship. Adding counter-stereotyping information had no buffering effect.

Publication year:2021

BOF-keylabel:yes

IOF-keylabel:yes

BOF-publication weight:1

CSS-citation score:2

Authors:International

Authors from:Higher Education

Accessibility:Open