Suchergebnisse

AbstractTeachers carry out a number of roles in the educational system. Their primary role is to help all students develop knowledge and skills, but, most of the time, they take on the role of gatekeepers: They evaluate students and exercise selection on the basis of performance. We analyze the roles of teachers through the lens of the literature on social influence and put forward the proposal that teaching is a form of social influence. We review existing research on the mechanisms that explain the differential effects teachers may have on students' learning, students' prospects, and, therefore, educational justice. We conclude that if teachers endorse the role of mentors—instead of that of gatekeepers—focusing on the development of their students' knowledge, they can promote deep study, long‐term learning, and equality of treatment. Such an approach could help design teacher training and school reform so as to maximize the learning potential of all students and empower teachers to become active agents of profound individual and social change.

Abstract. In the context of nationals' attitudes toward immigrants, three studies investigated the moderating role of normative context and justification for prejudice on licensing effects. Justification for prejudice was either assessed (Studies 1 and 2) or experimentally induced (Study 3). The normative context (egalitarian vs. discriminatory) and the possibility to obtain (or not) credentials as a nonprejudiced person were manipulated in all studies. A licensing effect (i.e., greater prejudice in the credentials as compared to the no-credentials conditions) was observed only in the egalitarian norm condition when justification for prejudice was high. Thus, credentials appear to provide a way for establishing a normative self-image as nonprejudiced when justification for prejudice is high, which reduces conformity to an egalitarian norm.