Opportunities and limitations of using the linguistic category model as a measure of teachers’ implicit stereotypes in Germany |
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| Institution: | 1. Institute for Psychology of Learning and Instruction at Kiel University, Germany;2. Hector Research Institute of Education Sciences and Psychology at University of Tübingen, Germany;3. Max Planck Institute for Human Development, Berlin, Germany;1. Education and Human Development, DIPF | Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany;2. Institute of Psychology, Goethe University Frankfurt, Frankfurt am Main, Germany;1. DIPF | Leibniz Institute for Research and Information in Education, Frankfurt a. M., Germany;2. Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt a. M., Germany;3. Empirical Educational Research, Augsburg University, Germany;1. Département de Psychoéducation, Université de Sherbrooke, 2500 Boulevard de l''Université, Sherbrooke, QC, J1K 2R1, Canada;2. Department of Human Sciences, The Ohio State University, 151C Campbell Hall, 1787 Neil Avenue Columbus, OH, 43210, USA;3. Département d''enseignement au préscolaire et primaire, Université de Sherbrooke, 2500 Boulevard de l''Université, Sherbrooke, QC, J1K 2R1, Canada;4. Department of childhood education, University of Johannesburg, Johannesburg, South Africa;1. Aix Marseille Univ, CNRS, LNC, Marseille, France;2. Aix Marseille Univ, CNRS, LPC, Marseille, France;3. Aix Marseille Univ, PSYCLE, Aix-en-Provence, France |
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| Abstract: | The current work focused on how ethnic stereotypes manifest themselves in language. The aim of our research was to investigate whether the Linguistic Category Model (LCM) is applicable to German teachers' language. More precisely, we investigated whether the categories proposed by Semin and Fiedler (1988) and mostly tested in the English-speaking world are applicable to German teachers' language and whether the pattern of Linguistic Intergroup Bias is evident in teachers' language. The analyses of two samples including in- and pre-service teachers (Study 1: N = 124, 76.6% female; Study 2: N = 104, 67.6% female) revealed difficulties in applying the LCM to German teachers' language. Further, neither of the two conducted studies found patterns of Linguistic Intergroup Bias in teachers’ language. We attribute this to a mismatch between the LCM and the German language and discuss the difficulties and limitations of applying the category system to other languages. |
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| Keywords: | Linguistic intergroup bias Stereotypes Implicit stereotypes Teachers' stereotypes Group membership Ethnicity |
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