Publikation: Pluralistic Ignorance in Students' Perception of Inclusive Classroom Norms : The Role of Gender-Specific Reference Groups
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2025
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The Journal of Early Adolescence. Sage. ISSN 0272-4316. eISSN 1552-5449. Verfügbar unter: doi: 10.1177/02724316251401254
Zusammenfassung
Classroom norms are important in shaping individual students’ prosocial behavior. Research documents that students often misperceive classroom norms by underestimating their classmates’ prosocial intentions – a phenomenon known as pluralistic ignorance. The current study investigated whether 5th- and 6th-grade students in Germany (N = 234, 10-13 years, 51% female) expressed varying degrees of pluralistic ignorance regarding same- and opposite-gender classmates. Participants listened to a gender-matched scenario about a classmate with learning difficulties seeking inclusion in a group task. They indicated their own inclusive intentions as well as their perception of same-gender and opposite-gender classroom norms. The results supported the main hypothesis that students perceived lower levels of pluralistic ignorance regarding same-gender than opposite-gender classmates. These findings have implications for interventions aimed at correcting students’ norm misperceptions to promote prosocial behavior in classrooms.
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BARTH, Carmen, Jeanine GRÜTTER, 2025. Pluralistic Ignorance in Students' Perception of Inclusive Classroom Norms : The Role of Gender-Specific Reference Groups. In: The Journal of Early Adolescence. Sage. ISSN 0272-4316. eISSN 1552-5449. Verfügbar unter: doi: 10.1177/02724316251401254BibTex
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title={Pluralistic Ignorance in Students' Perception of Inclusive Classroom Norms : The Role of Gender-Specific Reference Groups},
year={2025},
doi={10.1177/02724316251401254},
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journal={The Journal of Early Adolescence},
author={Barth, Carmen and Grütter, Jeanine}
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<dcterms:abstract>Classroom norms are important in shaping individual students’ prosocial behavior. Research documents that students often misperceive classroom norms by underestimating their classmates’ prosocial intentions – a phenomenon known as pluralistic ignorance. The current study investigated whether 5<sup>th</sup>- and 6<sup>th</sup>-grade students in Germany (N = 234, 10-13 years, 51% female) expressed varying degrees of pluralistic ignorance regarding same- and opposite-gender classmates. Participants listened to a gender-matched scenario about a classmate with learning difficulties seeking inclusion in a group task. They indicated their own inclusive intentions as well as their perception of same-gender and opposite-gender classroom norms. The results supported the main hypothesis that students perceived lower levels of pluralistic ignorance regarding same-gender than opposite-gender classmates. These findings have implications for interventions aimed at correcting students’ norm misperceptions to promote prosocial behavior in classrooms.</dcterms:abstract>
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