Context-based discrimination in education outcomes: Examining the effects of ethnic classroom composition on teachers’ use of disciplinary measures in school

有土耳其或阿拉伯移民背景的学生在教育成果方面处于不利地位（例如，在德国教育系统的不同领域，学校成绩）。此外，研究表明，教师对这些学生持有负面的（与成绩有关的）定型观念。拟议的研究项目旨在研究一种额外的机制，这种机制会展现并可能损害土耳其或阿拉伯移民背景的学生的课堂参与：教师对学生在课堂上的破坏性行为的反应。目前的研究提出了一个新的，基于上下文的歧视模型，提出教师对学生在课堂上的破坏性行为的反应受到微观层面上展开的过程的影响（即，社会分类;刻板印象），直接上下文水平（即，课堂作文），和中间上下文水平（即，邻区组成）。更具体地说，所建议的模式认为，学校班级的族裔组成影响教师：（a）长期激活被污名化学生的族裔群体成员身份;（B）激活和应用与被污名化族裔群体有关的陈规定型观念;（c）他们在课堂上关于使用纪律措施的倾向的决策（即，基于上下文的歧视）。此外，学校周围地理区域的种族和社会经济构成（例如，这些活动（例如，在集水区）可能会缓和课堂上基于背景的陈规定型观念和歧视。拟议中的项目旨在建立该模型的有效性，通过研究种族的课堂组成的定型观念和决定使用纪律措施之间的德国职前（研究1）和在职教师（研究2），使用实验参与者之间的设计。

Students with Turkish or Arab migrant background are disadvantaged in terms of educational outcomes (e.g., school achievement) in different domains in the German education system. In addition, studies have documented that teachers hold negative (performance-related) stereotypes towards these students. The proposed research project seeks to examine an additional mechanism that unfolds and potentially harms the classroom engagement and participation of students with Turkish or Arab migrant background: teachers' reactions to students' disruptive behavior in the classroom. The present research suggests a new, context-based discrimination model that proposes that teachers' reactions to students' disruptive behavior in the classroom are affected by processes unfolding at the micro level (i.e., social categorization; stereotyping), the immediate context level (i.e., classroom composition), and the intermediate context level (i.e., neighborhood composition). More specifically, the suggested model argues that the ethnic composition of school classes affects teachers’ (a) chronic activation of stigmatized students’ ethnic group membership; (b) activation and application of stereotypes associated with stigmatized ethnic groups; and (c) their decision-making in the classroom regarding the propensity to use disciplinary measures (i.e., context-based discrimination). Additionally, the ethnic and socioeconomic composition of the geographic areas surrounding schools (e.g., catchment areas) likely moderate context-based stereotyping and discrimination at the classroom level. The proposed project aims at establishing the validity of the model by examining the effects of ethnic classroom composition on stereotyping and decisions to use disciplinary measures among German pre-service (Study 1) and in-service teachers (Study 2), using an experimental between-participants design.