In-Egg-Quality: Teaching Perpetuation of Wealth Inequity Across the Lifespan Through a Hands-On Activity

IF 0.7 4区 心理学 Q3 EDUCATION & EDUCATIONAL RESEARCH
A. Governale
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引用次数: 0

Abstract

Poverty is a central concept in many fields of psychology, yet poorly designed activities regarding wealth inequality may backfire or cause students to become defensive. Many students hold misperceptions about class mobility and lack an understanding of how systemic barriers perpetuate poverty across the lifespan. The activity described demonstrates how access to resources is often not sufficient to reduce wealth inequality over time. Wealth inequity in America has worsened since the 1970s. Subjective perceptions of income are often predictive of well-being above and beyond objective measures. Students’ misperceptions of social class mobility may be changed through activities that elucidate privilege and oppression across different groups. The activity included opportunities for hands-on learning as well as critical reflection in small groups and with the larger class. Students reported the activity was engaging, emotional, and connected to real-life contexts. Activities that ask students to confront their misperceptions about class mobility and personal understanding of privilege and oppression in a non-threatening way may facilitate greater understanding and empathy towards low-income groups.
鸡蛋质量:通过实践活动教授终身财富不平等
贫困是许多心理学领域的核心概念,但关于财富不平等的活动设计不当可能会适得其反,或导致学生变得防御性。许多学生对阶级流动性有误解,对系统性障碍如何使贫困在一生中持续存在缺乏了解。所描述的活动表明,随着时间的推移,获得资源往往不足以减少财富不平等。自20世纪70年代以来,美国的财富不平等现象更加严重。对收入的主观感知往往是对幸福感的预测,超出了客观衡量标准。学生对社会阶层流动性的误解可能会通过阐明不同群体的特权和压迫的活动来改变。该活动包括动手学习的机会,以及在小组和大班中进行批判性反思的机会。学生们报告说,这项活动引人入胜,情绪化,并与现实生活相联系。要求学生以非威胁的方式面对他们对阶级流动性的误解以及个人对特权和压迫的理解的活动,可能有助于增进对低收入群体的理解和同情。
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来源期刊
CiteScore
2.40
自引率
22.20%
发文量
68
期刊介绍: Basic and introductory psychology courses are the most popular electives on college campuses and a rapidly growing addition to high school curriculums. As such, Teaching of Psychology is indispensable as a source book for teaching methods and as a forum for new ideas. Dedicated to improving the learning and teaching process at all educational levels, this journal has established itself as a leading source of information and inspiration for all who teach psychology. Coverage includes empirical research on teaching and learning; studies of teacher or student characteristics; subject matter or content reviews for class use; investigations of student, course, or teacher assessment; professional problems of teachers; essays on teaching.
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