Jayley J. Janssen , Tracy L. Spinrad , Larissa Gaias , Diana E. Gal-Szabo , Nancy Eisenberg , Deborah Laible , Gustavo Carlo
{"title":"Racial and gender education in the early school years: An examination of teachers’ reactions to discrimination","authors":"Jayley J. Janssen , Tracy L. Spinrad , Larissa Gaias , Diana E. Gal-Szabo , Nancy Eisenberg , Deborah Laible , Gustavo Carlo","doi":"10.1016/j.tate.2024.104743","DOIUrl":null,"url":null,"abstract":"<div><p>Teachers play a vital role in socializing children's anti-biased beliefs. Kindergarten through second grade teachers (N = 147; 99% women; 93% White, non-Hispanic) in the U.S. responded to hypothetical vignettes of peer-based racial and gender discrimination. Content analysis revealed 21 practices across three themes: <em>Anti-Bias</em>, <em>Minimizing</em>, and <em>General</em>. Teachers more frequently referenced <em>Anti-Bias</em> and <em>Minimizing</em> practices and less frequently referenced <em>General</em> practices in gender versus racial contexts. Further, the specific types of <em>Anti-Bias and Minimizing practices</em> were more varied in gender versus racial contexts. Findings have implications for ways teachers promote inclusive spaces for all children, including children of color and girls.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"151 ","pages":"Article 104743"},"PeriodicalIF":4.0000,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0742051X24002762","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Teachers play a vital role in socializing children's anti-biased beliefs. Kindergarten through second grade teachers (N = 147; 99% women; 93% White, non-Hispanic) in the U.S. responded to hypothetical vignettes of peer-based racial and gender discrimination. Content analysis revealed 21 practices across three themes: Anti-Bias, Minimizing, and General. Teachers more frequently referenced Anti-Bias and Minimizing practices and less frequently referenced General practices in gender versus racial contexts. Further, the specific types of Anti-Bias and Minimizing practices were more varied in gender versus racial contexts. Findings have implications for ways teachers promote inclusive spaces for all children, including children of color and girls.
期刊介绍：
Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
