Abstract:

This study examines the relationship between personality-related self-identification and acceptance of negative stereotypes about Roma people among prospective secondary school Greek teachers. Although prejudice toward Roma communities remains a persistent social issue in Europe, relatively little research has investigated how dispositional self-perceptions among future educators relate to stereotype endorsement. Participants (N = 262) completed measures assessing aspects of self-identification, including openness to change, optimism, sociability, responsibility, attachment to family values, perfectionism, religiosity–secularity, risk orientation, and self-confidence, alongside a scale measuring acceptance of commonly circulating stereotypes about Roma individuals.

Descriptive results indicate that future language teachers predominantly perceive themselves as open to change, optimistic, socially engaged, responsible, and oriented toward personal standards and family values. However, despite this generally positive self-concept profile, variability in stereotype acceptance was observed. Certain personality-related dimensions were associated with greater endorsement of Roma stereotypes, whereas others showed no meaningful relationship. Inferential results indicate that certain personality traits were systematically related to Roma stereotype acceptance, whereas others showed no significant association. These findings suggest that dispositional tendencies linked to cognitive flexibility and interpersonal orientation may shape susceptibility to stereotypical thinking, even within an educated population preparing for a professional role that emphasizes inclusivity.

The results contribute to personality–prejudice research by extending trait-based explanations to anti-Roma attitudes in an educational context. Implications for teacher education, prejudice-reduction interventions, and the integration of personality frameworks into diversity training are discussed. Thus self-perceived openness and prosocial orientation do not uniformly translate into lower susceptibility to stereotypical thinking. Instead, specific value-based or worldview-related dimensions may be more closely linked to intergroup cognition. These results highlight the complexity of dispositional influences on prejudice within a population preparing for a profession committed to inclusivity and equity. The findings also underscore that stereotype endorsement among prospective teachers is not random but rooted in identifiable value-based personality orientations. Dispositions emphasizing tradition, in-group centrality, stability, and social conservatism appear particularly relevant. Addressing these underlying orientations—rather than focusing solely on general attitudes—may be essential for fostering more inclusive educational environments.

The present study demonstrates that acceptance of Roma stereotypes among prospective secondary school teachers is selectively associated with personality orientations emphasizing tradition, in-group preference, stability, and conventional social values. These findings underscore the importance of addressing value-based dispositions within teacher education and contribute to a growing body of research highlighting the dispositional foundations of minority stereotyping in contemporary European contexts.

Keywords:

Roma, anti-Roma stereotypes, personality traits, teacher education.