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Soziale Einstellungen im Schulkontext

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Psychologie für den Lehrberuf

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Zusammenfassung

Soziale Einstellungen in Form von Stereotypen und Vorurteilen sind im Schulkontext von großer Bedeutung. Zum einen können ungünstige Einstellungen von Lehrpersonen gegenüber bestimmten Gruppen von Schülerinnen und Schülern das Selbstbild, die Motivation und den Lernerfolg der betroffenen Schülerinnen und Schüler negativ beeinflussen. Dies ist von besonderer Bedeutung, da in den Schulen immer mehr Schülerinnen und Schüler mit Migrationshintergrund anzutreffen sind und negative Einstellungen gegenüber bestimmen ethnischen Gruppen weit verbreitet sind. Daneben sind besonders Vorurteile in Bezug auf Unterschiede in der Leistungsfähigkeit in Abhängigkeit vom Geschlecht (z. B. „Mädchen können kein Mathe“) und dem sozioökonomischen Status („Das Gymnasium ist nichts für Arbeiterkinder“) von Bedeutung. Zum anderen können Stereotype und Vorurteile in den sozialen Interaktionen der Schülerinnen und Schüler untereinander dazu führen, dass sich Schülerinnen und Schüler bestimmter Gruppen ausgegrenzt und diskriminiert fühlen. Dies kann negative Effekte auf die physische und psychische Gesundheit der betroffenen Schülerinnen und Schüler haben, infolge dessen ebenfalls die schulische Leistungsfähigkeit sinken kann. Das vorliegende Kapitel beschreibt zuerst die Bildung, den Erhalt und die automatische Aktivierung von Stereotypen und Vorurteilen in alltäglichen Situationen. Anschließend werden mögliche Folgen für die von den Stereotypen und Vorurteilen betroffenen Schülerinnen und Schüler aufgezeigt, z. B. durch selbsterfüllende Prophezeiungen und die erlebte Bedrohung durch Stereotype. Schließlich werden theoriegeleitete und praxisrelevante Interventionsvorschläge zur Veränderung von negativen sozialen Einstellungen und zur Förderung einer positiven Lernkultur im Schulkontext unterbreitet.

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Authors and Affiliations

  1. Institut für Psychologie, Martin-Luther-Universität Halle-Wittenberg, Halle (Saale), Deutschland

    Prof. Dr. Lars-Eric Petersen

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  1. Prof. Dr. Lars-Eric Petersen
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Correspondence to Lars-Eric Petersen .

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Editors and Affiliations

  1. Professur für Pädagogische Psychologie, Universität Passau, Passau, Germany

    Detlef Urhahne

  2. Philosophisch-Sozialwissensch. Fak., Universität Augsburg, Augsburg, Germany

    Markus Dresel

  3. Lehrstuhl Empirische Pädagogik, Ludwig-Maximilians-Univ München, München, Bayern, Germany

    Frank Fischer

Verständnisfragen

Verständnisfragen

  1. 1.

    Warum sind soziale Einstellungen in Form von Stereotypen und Vorurteilen im Schulkontext von großer Bedeutung?

  2. 2.

    Welche Stereotype und Vorurteile können Lehrpersonen über Schülerinnen und Schüler besitzen?

  3. 3.

    Welche psychologischen Prozesse tragen zur Bildung und Erhalt von Stereotypen und Vorurteilen bei?

  4. 4.

    Wie kann sich der Prior-belief-Effekt bei der Beurteilung von Schülerinnen und Schülern durch Lehrpersonen auswirken?

  5. 5.

    Wie können positive Erwartungen von Lehrpersonen die Leistungen davon betroffener Schülerinnen und Schüler steigern?

  6. 6.

    Welche Probleme könnten Schülerinnen und Schüler bekommen, denen bewusst ist, dass sie einer Gruppe angehören über die negative Stereotype bestehen?

  7. 7.

    Worauf sollten Lehrpersonen bei der Anwendung der Kontakthypothese achten?

  8. 8.

    Warum kann die Unterrichtsmethode des Gruppenpuzzles zum Abbau von Stereotypen und Vorurteilen beitragen?

  9. 9.

    Welche Vorteile haben die Methoden des erweiterten und vorgestellten Kontaktes gegenüber echten Intergruppenkontakten?

  10. 10.

    Kann die Methode des vorgestellten Kontaktes direkte Intergruppenkontakte ersetzen?

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Petersen, LE. (2019). Soziale Einstellungen im Schulkontext. In: Urhahne, D., Dresel, M., Fischer, F. (eds) Psychologie für den Lehrberuf. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-55754-9_23

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