The Impact of Teacher Attitudes on Visual Attention to Ethnic Minority Students: An Eye-Tracking Study

• In Event: AERA Roundtable Session Thursday 9:50 am Four Seasons Ballroom 4
  In Roundtable Session: Teacher Self-Efficacy and Teacher Learning (Table 9)

Abstract

This study investigates how pre-service teachers perceive and attend to ethnic minority students in classroom settings. Employing a mixed-methods design, we examined the relationship between teachers' explicit attitudes, self-efficacy, and stereotypes with their visual attention patterns toward ethnic minority and majority students during a classroom video. Results indicate a positive correlation between teachers' explicit attitudes and the duration and frequency of gaze towards ethnic minority students. Qualitative data revealed that pre-service teachers often linked the challenges faced by ethnic minority students to stereotypes and language barriers. These findings highlight the importance of cultivating positive attitudes in teacher education to address potential biases and enhance attention to ethnic minority students. Implications for teacher education, educational equity, and future research are discussed.

Authors

• Özün Keskin, University of Augsburg

• Andreas Gegenfurtner, University of Augsburg