Does Teachers' Social Dominance Orientation Shape their Achievement Stereotypes?

Using data from the German National Educational Panel Study (NEPS; N = 663 primary school teachers), this study examined the association between teachers’ social dominance orientation (SDO) and their stereotypes toward the reading and math achievement of students with a low socioeconomic status (SES) and students of Turkish descent. We also analyzed whether school socioeconomic status and ethnic composition moderate the relation between teachers’ SDO and their stereotypes. The results showed that teachers believed the math and reading achievement for low-SES students and students of Turkish descent to be lower than the average achievement of other student groups. In contrast to our preregistered hypotheses, there was no significant association between teachers’ SDO and their achievement stereotypes, and school composition did not moderate this relation. These findings, which emerged uniformly for both competence domains, suggest that teachers’ SDO does not contribute to shaping their achievement stereotypes about low-SES and ethnic minority students.