Missing the Mark: Assessing Dispositions and the Reification of Whiteness in Teacher Preparation

IF 1.8 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Educational Studies Pub Date : 2023-09-01 DOI:10.1080/00131946.2023.2248637

Regina J. Giraldo-García, Eva Zygmunt, Kristin N. Cipollone, Sheron Fraser-Burgess, Michael Takafor Ndemanu, John Ambrosio

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Abstract

In order to explore whether the WatermarkTM Educator Disposition Assessment (EDA) is an equitable assessment for all teacher candidates regardless of race, this study used a Quantitative Critical Race Theory (QuantCrit) methodological design to analyze a pilot implementation of the assessment representing 650 discreet disposition assessments undertaken in 24 designated courses in five distinct programs of educator preparation at a midsized Midwestern university. Chi-square analysis and descriptive statistics from fall 2019–spring 2020 archival data indicate a statistically significant association between the variable race and the average scores assigned to students in multiple EDA assessments, with marked disadvantages for Black teacher candidates. Through this analysis and a careful and critical review of language embedded in each rubric row, the authors argue that the WatermarkTM EDA advances and reifies a set of normative practices that align with dominant White, middle-class cultural values under the guise of objectivity.

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偏离目标:评价性格与教师准备中的白的具体化

为了探讨WatermarkTM教育倾向评估(EDA)是否对所有教师候选人都是公平的评估，无论种族如何，本研究采用定量批判种族理论(QuantCrit)方法设计来分析该评估的试点实施情况，该评估代表了在中西部一所中型大学五个不同教育准备项目的24个指定课程中进行的650项审慎倾向评估。卡方分析和2019年秋季至2020年春季档案数据的描述性统计表明，可变种族与多次EDA评估中分配给学生的平均分数之间存在统计学显著关联，黑人教师候选人明显处于劣势。通过这种分析和对每个标题行中嵌入的语言的仔细而批判性的回顾，作者认为WatermarkTM EDA在客观性的伪装下推进并具体化了一套与占主导地位的白人中产阶级文化价值观相一致的规范实践。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Studies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.50

自引率

0.00%

发文量

期刊介绍： Educational Studies aims to provide a forum for original investigations and theoretical studies in education. The journal publishes fully refereed papers which cover applied and theoretical approaches to the study of education. Papers should constitute original research, and should be methodologically sound, theoretically informed, and of relevance to an international audience. The journal is particularly interested in research that aims to inform educational practice(s) within and/or across sectors. Whilst the journal is principally concerned with the social sciences, contributions from a wider field are also encouraged. Empirically-based papers are particularly welcome.