Lazy, Dumb, or Industrious: When Stereotypes Convey Attribution Information in the Classroom

By Christine Reyna. 2000

191 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/e151e179f208e24684f45d22ce03684341a41e82

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Citations in the corpus

Pygmalion effects in the classroom: Teacher expectancy effects on students' math achievement (2015, background): “Teachers’ expectancies are based on the knowledge they have about their students, such as previous grades and perceptions of in-class performance, but are also based on teachers’ prejudices or stereotypes (Good, 1987; Jussim, Eccles, & Madon, 1996; Reyna, 2000, 2008).”
The roles of ethnic identity, anti-white attitudes, and academic self-concept in African American student achievement (2008, background): “Many stereotypes about ethnic minority groups such as African Americans and Mexican Americans include attributes related to low intellectual ability and often make group members themselves vulnerable to believing or acting on these negative stereotypes ( Reyna 2000; Steele 1992).”
Stereotype threat: effects on education (2008, background): “Stereotypes like blacks are lazy, girls are bad at math, and others can cause underachievement for adults as well as children ( Reyna 2000 ).”
Self-fulfilling prophecy: How teachers' attributions, expectations and stereotypes influence the learning opportunities afforded Aboriginal students (2012, background): “High marks achieved by Aboriginal students were more likely to receive positive reactions than the high-achieving marks of other students, suggesting a negative expectation (Reyna, 2000).”
Is Victor Better than Victoria at Maths? (2007, background): “(Reyna, 2000, p. 91) Gender stereotypes create beliefs: for example, students who believe that boys know more things about maths will ask their male peers for help in maths exercises.”
Ethnic and Gender Differences in First-Year College Students’ Goal Orientation, Self-Efficacy, and Extrinsic and Intrinsic Motivation (2014, background): “…ethnic group membership or who experience ethnic stigma or discrimination show higher academic anxiety and lower intrinsic motivation compared to majority children or minorities who experience less stigma (Chavous et al., 2003; Fuligni, 2001; Gillen-O’Neel, Ruble, & Fuligni, 2011; Reyna, 2000).”
Black Male Perspectives on Their Educational Experiences in High School (2012, methodology): “Teachers could counteract the defeating effects of stereotypes in the classroom by applying the strategy of reinforcing the positive attributes of students (Reyna, 2000).”
An investigation of the relationship between teachers’ expectations and teachers’ perceptions of student attributes (2016, result): “Consistent with the current study, female students are generally perceived by their teachers as working harder and producing higher quality work (Bennet et al. 1993; Reyna 2000; Siegle and Reis 1994).”
Teachers' Stereotypes of Asian, Black, and White Students. (2007, background): “being stereotyped perceive themselves (Reyna, 2000).”