Stop talking out of turn: The influence of students' gender and ethnicity on preservice teachers' intervention strategies for student misbehavior

Study 1 identified destruction, aggression, and talking out of turn as student misbehaviors that 101 German preservice teachers consistently perceived as disruptive and needing intervention. In Study 2, 140 German preservice teachers were presented with a description of a student who talked out of turn. The gender and ethnicity (ethnic majority vs. minority) of the student were systematically varied. The intervention strategies that the preservice teachers chose exhibited stereotypical gender and ethnic biases. Male and ethnic minority students received more and also harsher interventions. Results are discussed in terms of their practical implications for teacher education programs.