<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.
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