Publikationen und Vorträge

[Publikationsliste bis 2022 zum download]

Publikationen ab 2019:

2025

Glock, S., Dickert, J., & Kleen, H. (2025). Students’ Gender and Social Background: Intersectional and Dominance Effects in Preservice Teachers’ Stereotypical Judgments. Basic and Applied Social Psychology, 1–10. doi.org/10.1080/01973533.2025.2527110

Dickert, J., & Glock, S. (2025). Exploring the role of parental education level in preservice teachers’ judgments. The Journal of Experimental Education. doi.org/10.1080/00220973.2025.2459383

2024

Glock, S., Shevchuk, A., Fuhrmann, C., & Rahn, S. (2024). Role of gender match between students and teachers and students’ ethnicity in teacher–student relationships. Learning Environments Research. doi.org/10.1007/s10984-024-09499-9

Costa, S., Glock, S., & Pirchio, S. (2024). How teachers feel good: The role of teachers’ mindfulness, self-efficacy and implicit attitudes towards ethnic minority students in their feelings of burnout. Journal of Educational, Cultural and Psychological Studies, 29, 61-83.

Schlag, S. & Glock, S. (2024). The roles that students’ ethnicity and achievement levels play in teachers’ choice of learning materials in online teaching: Evidence from two experimental studies. Instructional Science. doi.org 10.1007/s11251-024-09681-9

Glock, S. & Costa, S. (2024). Predicting teachers’ burnout from self-efficacy dimensions and prejudice toward ethnic minorities. Contemporary School Psychology. doi.org/10.1007/s40688-024-00515-6

Costa, S., Glock, S. & Pirchio, S. (2024). The Effects of Implicit Ethnic Expectations and Burnout on Teachers’ Evaluations of Students’ Performance. Intercultural Education. doi.org 10.1080/14675986.2024.2420570

2023

Glock, S. & Kleen, H. (2023). Disentangling the confounding effects of students’ ethnicity and socioconomic background on preservice teachers’ judgments. International Journal of Intercultural Relations, 95, 101830. doi.org/10.1016/j.ijintrel.2023.101830

Glock, S. & Kleen, H. (2023). The role of preservice teachers’ implicit attitudes and causal attributions: A deeper look into students’ ethnicity. Current Psychology, 42(10), 8125–8135. doi: 10.1007/s12144-021-02000-2

Costa, S., Pirchio, S., Shevchuk, A. & Glock, S. (2023). Does teachers’ ethnic bias stress them out? The role of teachers’ implicit attitudes toward and expectations of ethnic minority students in teachers’ burnout. International Journal of Intercultural Relations, 93, 101757. doi.org/10.1016/j.ijintrel.2023.101757

Pit-ten Cate, I. M. & Glock, S. (in press) A systematic review on teachers´ stereotypical beliefs and expectations: Effects of the intersectionality of students’ gender and ethnicity. In P. Watson, B. Ertl, & C. Rubie-Davies (Eds.), The international handbook of gender beliefs, stereotype threat, and teacher expectations: Sharing solutions for safer spaces. Routledge.

2022

Glock, S. & Baumann, T. (2022). Stereotype in der Schule: Auswirkungen auf das Classroom Management. Journal für LehrerInnenbildung, 22(4), 86-101. doi.org/10.35468/jlb-04-2022-05

Glock, S. (Hrsg) (2022). Stereotype in der Schule II: Ursachen und Möglichkeiten der Intervention. Springer Fachmedien.

Glock S. (2022). Vorwort zu Stereotype in der Schule II: Ursachen und Möglichkeiten der Intervention. In S. Glock (Hrsg.), Stereotype in der Schule II: Ursachen und Möglichkeiten der Intervention (S. V-X). Springer Fachmedien.

Shevchuk, A. & Glock, S. (2022). Pygmalion und die Rolle askriptiver Schüler*innenmerkmale auf Lehrkrafterwartungen und Erwartungseffekte: Damals und heute. In S. Glock (Hrsg.), Stereotype in der Schule II: Ursachen und Möglichkeiten der Intervention (S. 1-48). Springer Fachmedien.

Kleen, H., Baumann, T. & Glock, S. (2022). Der demografische Match zwischen Schüler*innen und Lehrer*innenmerkmalen: Geschlecht, sozialer Status, Migrationshintergrund – wer profitiert am meisten. In S. Glock (Hrsg.), Stereotype in der Schule II: Ursachen und Möglichkeiten der Intervention (S. 379-402). Springer Fachmedien.

Kleen, H. & Glock, S. (2022). Die Ursachenattribuierung hinsichtlich der Bildungsbenachteiligung und das Integrationsverständnis von angehenden Lehrkräften hinsichtlich türkischstämmiger Schüler*innen. In S. Glock (Hrsg.), Stereotype in der Schule II: Ursachen und Möglichkeiten der Intervention (S. 403-442). Springer Fachmedien.

Pit-ten Cate, I. M. & Glock, S. (2022). Können wir den Einfluss stereotyper Erwartungen auf die Übergangsentscheidungen durch Training reduzieren? Theoretisches Wissen, Feedback und formale Entscheidungsregeln. In S. Glock (Hrsg.), Stereotype in der Schule II: Ursachen und Möglichkeiten der Intervention (S. 443-474). Springer Fachmedien.

Glock, S. & Kleen, H. (2022). A look into preservice teachers’ responses to students’ misbehavior: What roles do students’ gender and socioeconomic status play? Studies of Educational Evaluation, 75, 101207.

Glock, S., Baumann, T. & Kleen, H. (2022). Teachers’ implicit and explicit attitudes toward female and male Muslim students and reactions to social exclusion in Germany. Social Psychology, 53(3), 178–183. doi.org/10.1027/1864-9335/a000489

Glock, S., Shevchuk, A. & Kleen, H. (2022). Why is Murat's achievement so low? Causal attributions and implicit attitudes toward ethnic minority students predict preservice teachers' judgments about achievement. Frontiers in Psychology, section Educational Psychology, 819793. doi.org/10.3389/fpsyg.2022.819793

Costa, S., Pirchio, S., & Glock, S. (2022). Teachers’ and preservice teachers’ implicit attitudes toward ethnic minority students and implicit expectations of their academic performance. International Journal of Intercultural Relations, 89, 56-62. doi: 10.1016/j.ijintrel.2022.05.006

2021

Glock, S. & Schuchart, C. (2021). Stereotypes about overweight students and their impact on grading among physical education teachers. Social Psychology of Education, 24(5), 1193 - 1208. doi: 10.1007/s11218-021-09649-4

Schuchart, C., Glock. S. & Dunkake, I. (2021). The ethnic match between teachers and pupils and in-group favouritsm. Social Psychology of Education, 24(3), 691-715. doi: 10.1007/s11218-021-09627-w

Glock S. & Pit-ten Cate, I. M. (2021). What’s in a diagnosis? The effect of externalizing and internalizing students´ behavior on preservice teachers’ classroom management and interaction strategies. British Journal of Educational Psychology, 91(4), 1185-1201. doi: 10.1111/bjep.12412

Bonefeld, M., Kleen, H. & Glock, S (2021). The effect of the interplay of gender and ethnicity on teachers’ judgements: Does the school subject matter? Journal of Experimental Education, 90(4), 818-838. doi: 10.1080/00220973.2021.1878991

2020

Glock, S. & Kleen, H. (2020). Preservice teachers’ attitudes, attributions, and stereotypes: Exploring the disadvantages of students from families with low socioeconomic status. Studies in Educational Evaluation, 67, 100929. doi: 10.1016/j.stueduc.2020.100929

Pit-ten Cate, I.M., Hörstermann, T., Krolak-Schwerdt, S., Gräsel, C. Böhmer, I., & Glock, S. (2020). Teachers’ information processing and judgment accuracy: effects of information consistency and accountability. European Journal of Psychology of Education, 35, 675-702. doi: 10.1007/s10212-019-00436-6

Glock, S. & Kleen, H. (Hrsg.) (2020). Stereotype in der Schule. Wiesbaden: Springer Fachmedien.

Glock, S. & Kleen, H. (2020). Vorwort der Herausgeberinnen: Stereotype in der Schule – Eine Einführung. In S. Glock & H. Kleen (Hrsg.), Stereotype in der Schule (S. VII-XI). Wiesbaden: Springer Fachmedien.

Kleen H. & Glock, S. (2020). Sag’ mir, wie du heißt, dann sage ich dir, wie du bist: Eine Untersuchung von Vornamen. In S. Glock & H. Kleen (Hrsg.), Stereotype in der Schule (S. 99-131). Wiesbaden: Springer Fachmedien.

Glock. S., Kleen, H., Krischler, M. & Pit-ten Cate, I. M. (2020). Die Einstellungen von Lehrpersonen gegenüber Schüler*innen ethnischer Minoritäten und Schüler*innen mit sonderpädagogischem Förderbedarf: Ein Forschungsüberblick. In S. Glock & H. Kleen (Hrsg.), Stereotype in der Schule (S. 225-279). Wiesbaden: Springer Fachmedien.

Glock, S. & Schuchart, C. (2020). The ethnic match between students and teachers: Evidence from a vignette study. Social Psychology of Education, 23, 27-50. doi: 10.1007/s11218-019-09525-2

2019

Glock. S. & Kleen, H. (2019). Shifting standards for female ethnic minority students? evidence from two experimental studies. Educational Research and Evaluation, 25, 229-247. doi: 10.1080/13803611.2019.1701499

Pit-ten Cate, I. M., & Glock, S. (2019). Teachers’ implicit attitudes toward students from different social groups: A meta-analysis. Frontiers in Psychology, 10, 2832. doi: 10.3389/fpsyg.2019.02832

Glock, S. & Kleen, H. (2019). Implicit and explicit measures of teaching self-efficacy and their relation to cultural heterogeneity: Differences between preservice and in-service teachers. Journal of Research in Special Education Needs, 19, 24-35.doi: 10.1111/1471-3802.12475.

Kleen, H., Bonefeld, M., Dickhäuser, O., & Glock, S. (2019). Implicit and explicit attitudes toward Turkish students in Germany as a function of teachers’ ethnicity. Social Psychology of Education, 22, 883–899. doi: doi.org/10.1007/s11218-019-09502-9

Glock, S., Kleen, H. & Morgenroth, S. (2019). Stress among teachers: Exploring the role of cultural diversity in school. Journal of Experimental Education, 87, 696-713. doi: 10.1080/00220973.2019.1574700

Glock, S., & Kleen, H. (2019). Attitudes toward students from ethnic minority groups: The roles of preservice teachers’ own ethnic backgrounds and teacher efficacy activation. Studies in Educational Evaluation, 62, 82–91. doi: doi.org/10.1016/j.stueduc.2019.04.010

Schlag, S. & Glock, S. (2019). Entwicklung von Wissen und selbsteingeschätztem Wissen zur Klassenführung während des Praxissemesters im Lehramtsstudium. Unterrichtswissenschaft 47, 221-241. doi: 10.1007/s42010-019-00037-8

Glock. S. & Kleen, H. (2019). Teachers’ responses to student misbehavior: The role of expertise. Teaching Education, 30, 52-68. doi: 10.1080/10476210.2018.1444023

Glock, S. Kovacs, C., & Pit-ten Cate, I. (2019). Teacher attitudes towards ethnic minority students: Effects of schools´ cultural diversity. British Journal of Educational Psychology, 89, 616-634. doi: 10.1111/bjep.12248