Exploring academic teasing
predictors and outcomes of teasing for making mistakes in classrooms
Kultur-, Sozial- und Bildungswissenschaftliche Fakultät
People in ideal learning environments recognize the value of making mistakes
and welcome them. However, the reality in many classrooms is that
students are ridiculed by their peers formakingmistakes. This paper explores
academic teasing in schools, i.e. making fun of others for making mistakes.
Using Tripod student survey data from spring 2017, this paper demonstrates
the prevalence of academic teasing in a large, diverse and urban district in the
Southern United States. Additionally, using Tripod data from 2012–15, this
study tests potential predictors and outcomes of academic teasing. Analyses
apply hierarchical linear modeling (HLM). Results indicate that some students
of color are significantly more exposed to academic teasing than White
students, and that academic teasing is a significant predictor of students’
hiding and holding back academic effort. Furthermore, teachers with better
teaching skills have less academic teasing in their classrooms, controlling for
student body composition. Implications are discussed.
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Notes
This article was supported by the German Research Foundation (DFG) and the Open Access Publication Fund of Humboldt-Universität zu Berlin.