Abstract
This paper examines the effect of teachers’ stereotypic perceptions on their evaluations and expectations of students. In Study 1 teachers responded in stereotypic manner when they were presented only with information regarding students’ ethnic origin and sex. The results of Study 2 show that teachers’ stereotypic perception influenced their grading practices. The results of Study 3 indicate that familiarity with students’ behavior might override teachers’ stereotypic impressions based on students’ group membership. The implications of these results for educational practices are discussed.
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