资优学生的公平认同与教师宗教信仰与伦理敏感水平的关系

Hyeseong Lee, M. A. Wilkins, Ann O'Brien
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引用次数: 0

摘要

教师是身份认同过程中的守门人,了解教师的开放性和信念如何影响公平的身份认同是至关重要的。具体来说,我们关注的是教师的宗教信仰水平和伦理敏感性如何影响天才学生的公平观念,特别是那些来自传统上代表性不足的群体的学生。研究对象为美国中西部一所天主教大学的46名教师。通过对教师的宗教虔诚度、伦理敏感性和公平认同指数的测量结果,我们发现,将教师分为两组,一组具有公平认同,另一组相对不具有公平认同,两组教师的宗教虔诚度和道德水平得分差异无统计学意义。然而,大多数教师(70%)在小短文中包含不同学生的种族和家庭收入状况信息时,公平地识别了学生,而不管他们的宗教信仰、伦理敏感性、学校经历、服务资优学生的信心水平和目前的学业状况。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Equitable identification of gifted students with the relationship of religiosity and ethical sensitivity level of teachers
As teachers are the gatekeepers in identification procedure, it is crucial to understand how teachers’ openness and beliefs may affect the equitable identification. To be specific, we focused on how teachers’ level of religious beliefs and ethical sensitivity impact notions of fairness in the identification of gifted students, particularly those from traditionally underrepresented groups. Study participants were 46 teachers who attended a Midwestern Catholic University in the U.S. Based on the results measuring teachers’ religiosity, ethical sensitivity, and equitable identification index from vignettes, we found that there were no statistically significant score differences of religiosity and ethics level of teachers when they were divided into two groups, one showing equitable identification versus the other comparatively not. However, the majority of teachers (70%) fairly identified students regardless of their religiosity, ethical sensitivity, school experiences, confidence level serving gifted students, and current academic status when the vignettes had different students’ race and family income status information.
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