Student-Teachers’ Cognitions about their Stereotypes about Faculty from the Perspective of the Latter’s Ethnicity, Gender, Teaching Style and Type of Courses


This study aimed to recognise the student-teachers' cognitions about their stereotypes about their faculty in their preparation programmes in the light of ethnicity, gender, teaching style and type of courses, and the effect of these cognitions on their attitudes towards their teachers. A sample of 594 students of both genders were involved in a descriptive study using survey techniques. The survey was designed to identify the informants' stereotypes about their teachers' ethnicity, gender, course difficulty, emotional warmth of teachers, competencies of teachers,

and student interests. One-way ANOVA and Exploratory Factorial Analysis of the type 2X2X2X2 was employed for statistical analysis. Findings showed that student teachers' perceptions of their stereotypes of their teachers' ethnicity, gender, teaching style, course difficulty and student evaluations of teachers were varied; these variables affected the student teachers' perceptions of teachers' positive attitudes; females had more positive attitudes than

males even in the case of course difficulty and teaching style of strictness versus leniency. Factorial analysis and One-way ANOVA revealed a gender effect on teachers' attitudes in interaction with course type and teacher ethnicity. Non-Saudi female teachers had more positive attitudes than Saudi female teachers and males teachers at large. Female teachers of the course Foundations of Education had more positive attitudes than female teachers of the course Educational Psychology. Teaching competency was also a factor of significance. Non-Saudi

female teachers had more positve attitudes than Saudi female teachers even if the latter were more competent, and irrespective of teachers' leniency or strictness. The study ended with a discussion of the findings in regard to prior research.Pedagogical implications were finally presented.