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Chapter 1 Introduction

Stereotyping can harm students' intellectual development in several ways. Stereotypes are cognitive generalizations about groups that are learned through social influences. In schools, honor students often face stereotyping from both teachers and other students. Other students may expect honor students to take on leadership roles and do the most work without help. Teachers may compare honor students to others, question their abilities if they make a single mistake, and hold them to unreasonably high standards. This stereotyping can lead honor students to feel misjudged or incapable when expectations are not met. While stereotypes of honor students as hardworking and capable can benefit them through teacher praise and opportunities, it can also damage relationships with other students and carry negative consequences when

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Jewel Clein Bautista Evano
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30 views

Chapter 1 Introduction

Stereotyping can harm students' intellectual development in several ways. Stereotypes are cognitive generalizations about groups that are learned through social influences. In schools, honor students often face stereotyping from both teachers and other students. Other students may expect honor students to take on leadership roles and do the most work without help. Teachers may compare honor students to others, question their abilities if they make a single mistake, and hold them to unreasonably high standards. This stereotyping can lead honor students to feel misjudged or incapable when expectations are not met. While stereotypes of honor students as hardworking and capable can benefit them through teacher praise and opportunities, it can also damage relationships with other students and carry negative consequences when

Uploaded by

Jewel Clein Bautista Evano
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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CHAPTER 1 INTRODUCTION /This entry studies the idea of stereotyping and its connections to

intellectual fitness and proper being. We review a couple of theories and views that recognize
stereotypes as cognitive generalizations about characteristics of students and teachers, as taught and
discovered explicitly and implicitly through numerous social impacts, and as gear to justify and sustain
oppression. We take into account proof of interpersonal and intrapersonal mechanisms via which
stereotyping harms intellectual health, together with stereotyping leading to discrimination, stereotype
hazard, and internalization of stereotypes.

We also spotlight principles and research on reducing stereotyping and addressing its harms, including
intergroup contact, important focus and motion, and clinical intervention. Stereotypes are
generalizations about a group's attributes or characteristics (e.g., Allport, 1954). Stereotypes are
acquired and can be taught or reinforced through social influences, including friends, family, teachers,
neighbors, peer groups, and societal factors. Stereotyping may be conveyed explicitly or implicitly to
people. It is important to note that a wide range of social influences can contribute to the formation of
stereotypes. Some stereotypes can only be seen in school, especially, when it comes to academic
performance.

Academic performance is the calculation of students` success and is one of the bases of teachers in
giving grades to students . Students' instructional overall performance is the determiner of their grade
outcomes. Without it, instructional achievements will now no longer be identify. Students experience
different varieties of stereotyping. It may be from student to student or teacher to student. It is
oftentimes the reason why students need to endure all the stress and pressure because of the high
expectations settled by society. It causes some difficulties for anyone who's undergoing this kind of
treatment. Especially honor students, they are the one who will be the center of this issue. In terms of
student-to-student stereotyping here are some: These happen frequently in every group activity.
Students perpetually chose honor students to be their figureheads for being the most "intelligent" and
"responsible" in their group. The next thing that will happen is students expect their leader to do their
whole activity because of the title they gave. This type of scenario results in having a mindset that
honors students are capable of doing anything. Although they have some responsibility there are still
some things cannot do by themselves.

On top of that, students are also experiencing stereotyping from their teachers. In actuality, here are
some experiences: Teachers often compare honor students to other students. It may be good or bad
stereotyping. For bad instances, teachers tend to compare honor students to others once they outdo
them. In addition, there are times that they would question their capability once they have made one
mistake. Teachers often set high standards for honor students, but if once not met. They often get
judged. Apart from that, they also have the mindset that an honor student should have in particular.
This kind of stereotype often leads to misunderstanding, having honor students misjudge and get
themselves called incapable. For good instances, they have this image in their minds that an honor
student is hard-working, conscientious, studious, helpful, and articulate. They are often recognized as
good leaders that are capable of meeting their expectations. They have high expectations of them,
different from other students. This kind of stereotyping to honor students often leads to a biased choice.
Having called a Teachers' pet is one of the common responses of other students to Honor students once
praised. This often leads to a damaged connection between student to student. This proves that honor
students have quite a lot of favor when it comes to academic validation. Yet those favors also have
downsides when they face the fallout.

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