This edited volume brings together recent conceptual and empirical contributions from leading international scholars on teacher attitudes, stereotypes, and emotions toward diverse student populations in the classroom. Nested within educational, psychological, and sociological discourses, a particular focus of the volume is on the diversity of students as they relate to their ethnic and cultural background, their language use, and gender identity, special educational needs, body weight, and socioeconomic backgrounds. By bringing together research on teacher attitudes on the confluence of various diversity aspects, the chapters included in this edited volume inform teachers, educators, policy makers, and researchers interested in understanding how classrooms can be transformed into safe spaces to enhance equity in education.

Sabine Glock is Adjunct Professor at the University of Wuppertal, Germany. She received her PhD from the University of Saarland, Germany. Her research focuses on teacher stereotypes and attitudes toward different student groups. She investigates ethnic, social, gender disparities in educational systems and highlights teachers’ roles for these processes.

Andreas Gegenfurtner is Professor for methods in learning research at the University of Augsburg, Germany. His work specializes in research on diversity attitudes, digital learning, expertise, professional vision, and training effectiveness, using quantitative, qualitative, and mixed-method approaches. Andreas co-coordinates the EARLI SIG 21 Learning and teaching in culturally diverse settings (2023-2027) and serves as editor for the EARLI Journal Frontline Learning Research (2019-date).