Children and adolescents rectify unequal allocations of leadership duties in the classroom

IF 3.9 1区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL
Melanie Killen, Amanda R. Burkholder, Elizabeth Brey, Dylan Cooper, Kristin Pauker
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Abstract

Little is known about how children and adolescents evaluate unequal teacher allocations of leadership duties based on ethnicity-race and gender in the classroom. U.S. boys and girls, White (40.7%), Multiracial (18.5%), Black/African American (16.0%), Latine (14.2%), Asian (5.5%), Pacific Islander (0.4%), and other (4.7%) ethnic-racial backgrounds, 8–14 years, N = 275, evaluated teacher allocations of high-status leadership positions favoring specific ethnic-racial or gender groups during 2018–2021. Adolescents, more than children, negatively evaluated unequal teacher allocations of leadership duties that resulted in group-based inequalities, expected peers who shared the identity of a group disadvantaged by the teacher's allocation to view it more negatively than others, and rectified inequalities. Understanding perceptions of teacher-based bias provides an opportunity for interventions designed to create fair and just classrooms that motivate all students to achieve.

Abstract Image

儿童和青少年纠正了课堂上领导职责分配不均的现象。
对于儿童和青少年如何评价教师在课堂上基于种族和性别的不平等领导职责分配,人们知之甚少。美国男孩和女孩,白人(40.7%)、多种族(18.5%)、黑人/非洲裔美国人(16.0%)、拉丁裔(14.2%)、亚裔(5.5%)、太平洋岛民(0.4%)和其他(4.7%)种族-种族背景,8-14 岁,N = 275,在 2018-2021 年期间,对教师分配的有利于特定种族-种族或性别群体的高地位领导职位进行了评价。青少年比儿童更消极地评价教师不平等的领导职责分配,这种分配导致了基于群体的不平等,他们希望那些与教师分配中处于不利地位的群体身份相同的同伴比其他人更消极地看待这种分配,并纠正不平等。了解了对教师偏见的看法,就有机会采取干预措施,创建公平公正的课堂,激励所有学生取得成就。
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来源期刊
Child development
Child development Multiple-
CiteScore
9.20
自引率
4.30%
发文量
149
期刊介绍: As the flagship journal of the Society for Research in Child Development (SRCD), Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930. Spanning many disciplines, the journal provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers. In addition to six issues per year of Child Development, subscribers to the journal also receive a full subscription to Child Development Perspectives and Monographs of the Society for Research in Child Development.
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