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<p>The assessment of academic performance can be influenced by preservice teachers’ stereotypes about certain groups of students. Differences in assessment based on students’ gender and academic performance have been observed. It remains unclear how stereotypes related to gender and academic performance affect the evaluation of school absenteeism. Two vignette studies examined whether these stereotypes influence perceptions and the choice of interventions for school absenteeism. Study&#xa0;1 found that preservice teachers were more likely to attribute school-related reasons for absenteeism of lower-achieving students, while family-related reasons were more frequently cited for higher-achieving students. In Study&#xa0;2, gender was also considered, revealing an interaction between gender and academic performance that influenced the selection of interventions, although there was no direct gender effect on the perception of absenteeism reasons. Discussions with a&#xa0;social worker or even the initiation of a&#xa0;monetary fine were more often prioritized for the lower-achieving female student compared to the higher-achieving female student. These findings indicate that gender stereotypes play a&#xa0;role in both the perception of academic performance and the selection of interventions for absenteeism.</p>

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Die Rolle der Leistung und des Geschlechts der Schüler*innen für die Beurteilung von Gründen und Interventionen bei Schulabsentismus: Eine Vignettenstudie unter Lehramtsstudierenden

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年10月9日

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  • Sabine Glock,
  • Janina Dickert,
  • Anna Shevchuk,
  • Sabine Schlag

摘要

The assessment of academic performance can be influenced by preservice teachers’ stereotypes about certain groups of students. Differences in assessment based on students’ gender and academic performance have been observed. It remains unclear how stereotypes related to gender and academic performance affect the evaluation of school absenteeism. Two vignette studies examined whether these stereotypes influence perceptions and the choice of interventions for school absenteeism. Study 1 found that preservice teachers were more likely to attribute school-related reasons for absenteeism of lower-achieving students, while family-related reasons were more frequently cited for higher-achieving students. In Study 2, gender was also considered, revealing an interaction between gender and academic performance that influenced the selection of interventions, although there was no direct gender effect on the perception of absenteeism reasons. Discussions with a social worker or even the initiation of a monetary fine were more often prioritized for the lower-achieving female student compared to the higher-achieving female student. These findings indicate that gender stereotypes play a role in both the perception of academic performance and the selection of interventions for absenteeism.