Receiving appropriate, unbiased advice from their teachers is important for students’ smaller- and larger-scale educational decisions. However, teachers’ concerns about being or appearing to be prejudiced may interfere and lead them to provide encouraging advice to students belonging to negatively stereotyped groups even when it is not warranted (failure-to-warn phenomenon). In this experimental study, we aimed to replicate findings from the US and tested whether teacher students in Germany provided overly encouraging advice regarding the academic plans of a student with a Turkish (vs. German) name. Teacher students (n = 174) saw the overly ambitious timetable of a (supposed) student with a Turkish or German name and gave advice online on rating scales and in an open-response format. In their advice, they indicated, among others, the perceived demands of the timetable, possible affective and social consequences for the student, and the need to reconsider the timetable. Contrary to expectations and findings from the US, our analyses did not indicate differences in the advice that students with Turkish vs. German names received. Instead, teacher students warned students with a Turkish and German name equally of the difficulties associated with their potential timetable. We discuss both methodology- and theory-related potential explanations for these unexpected findings.
