The effect of children's family type on teachers' stereotypes

Joseph Guttmann, Marc Broudo

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


The main purpose of this study was to investigate teachers’ stereotypic perceptions of the effects of different family types on the functioning of children. Seventy-six Israeli teachers were asked to evaluate the academic, social and emotional levels of functioning of a fictitious fifth grade boy who was variously described to them as being from an intact, remarried, divorced or conflicted family. Three main results were obtained. First, teachers expected the child from the intact family to function better academically, socially, and emotionally than the child from the conflicted family. Second, teachers expected similar levels of academic, social, and emotional functioning in a case of both the child of divorced parents and the child from the remarried family. Third, three dimensions differentiated between teachers’ expectations when the child was described as coming from an intact, remarried or conflicted family but did not do so as regards the child of divorced parents. These results are discussed in the context of teacher-student interactions and their potential to trigger a process of self-fulfilling prophecy. The findings are also considered in reference to the doubtful validity of studies m which teachers’ evaluations are used as measures of children’s adjustment to the divorce or remarriage of their parents.

Original languageEnglish
Title of host publicationChildren of Divorce
Subtitle of host publicationDevelopmental and Clinical Issues
PublisherTaylor and Francis
Number of pages14
ISBN (Electronic)9781317773399
ISBN (Print)9780866568869
StatePublished - 1 Jan 2014

Bibliographical note

Publisher Copyright:
© 1989 by The Haworth Press, Inc. All rights reserved.

ASJC Scopus subject areas

  • General Social Sciences
  • General Psychology


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