Despite long-lasting efforts, educational inequalities between ethnic majority and minority students persist. It is often hypothesised that teachers' expectations and behaviours, particularly the student-teacher-interaction, are responsible for these disparities, yet central questions remain unsolved.
Rigorous empirical tests of teacher expectations, diversity attitudes and classroom practices on students' self-images and educational achievement are still rare.
Accordingly, few effective classroom interventions and educational policy measures are known that could help ameliorate potentially negative expectancy effects. This collaborative research project, conducted together by BIM and the SVR Expert Unit, seeks to analyse the impact of teachers' diversity-related attitudes, their expectations of students' achievement and the reuslting interaction patterns on minority students' education outcomes. The aim is to formulate practical policy advice and to improve teacher training based on the project results. The project has an interdisciplinary focus and combines theories and methods from education research, experimental social-psychology and attitudinal research.
It is divided into three separate modules:
Teachers' attitudes towards cultural diversity in immigration societies (BIM - Naika Foroutan, Tim Müller)
Teachers' achievement expectations of students from minority backgrounds (BIM - Petra Stanat, Georg Lorenz)
Teacher classroom practices and student performance – How teachers can motivate their students (SVR - Mohini Lokhande, Tim Müller)