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<p>I examined the implications of social category salience and teaching style on students' academic outcomes. In our initial research, we combined insights from the Stereotype Inoculation Model and Stereotype Content Model to see if outgroup teachers could also foster positive outcomes amongst stereotyped students. In my previous study using a live classroom experiment in Malaysia, we found that Malaysian science students experienced decreased levels of anxiety (measured by jitter in voices) under an outgroup teacher with a competent demeanour, with the consequence that classroom participation also increased. There are important differences from our Malaysian exploration that raises questions about cultural specificity. We would like to follow-up on these issues by running a cross-cultural comparison of the trends we have found so far in a Western setting. &lt;&lt; This message and any attachment are intended solely for the addressee and may contain confidential information. If you have received this message in error, please send it back to me, and immediately delete it. Please do not use, copy or disclose the information contained in this message or in any attachment. Any views or opinions expressed by the author of this email do not necessarily reflect the views of the University of Nottingham. This message has been checked for viruses but the contents of an attachment may still contain software viruses which could damage your computer system: you are advised to perform your own checks. Email communications with the University of Nottingham may be monitored as permitted by UK & Malaysia legislation. &gt;&gt;</p>
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