背景影响种族化的发展:职前教师对儿童反应的偏见探索

IF 3.5 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Sherick A. Hughes, Wenyang Sun, Pamela W. Garner, Kamilah B. Legette, Amy G. Halberstadt
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引用次数: 1

摘要

本研究探讨职前教师对儿童在特定的充满情绪的学校情景中所描绘的行为的归因。参与者包括来自三所大学的178名职前教师。这些职前教师观看了黑人和白人儿童演员在六个不同学校场景中的视频片段。我们的团队从职前教师关于他们所看到的事情的叙述中构建了两个主题:(a)情境影响(即,不同的情景激活不同的职前教师归因)和(b)种族化演变(即,职前教师对从事相同行为的黑人和白人男孩做出不同的归因)。研究结果强调了教师教育和专业发展对新手教师解决学生行为归因中的种族偏见的重要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Context Matters as Racialization Evolves: Exploring Bias in Preservice Teacher Responses to Children
This study explores preservice teacher attributions to children’s behaviors portrayed in specific emotion-laden school scenarios. Participants included 178 preservice teachers from three universities. The preservice teachers viewed video vignettes of Black and White child actors in six different school scenarios. Our team constructed two themes from the preservice teachers’ narratives about what they saw: (a) context matters (i.e., different scenarios activate different preservice teacher attributions), and (b) racialization evolves (i.e., preservice teachers make different attributions about Black and White boys engaged in the same behaviors). Findings underscore the importance of teacher education and professional development for novice teachers that address racial bias in attributions of student behaviors.
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来源期刊
American Educational Research Journal
American Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.70
自引率
0.00%
发文量
19
期刊介绍: The American Educational Research Journal (AERJ) is the flagship journal of the American Educational Research Association, featuring articles that advance the empirical, theoretical, and methodological understanding of education and learning. It publishes original peer-reviewed analyses that span the field of education research across all subfields and disciplines and all levels of analysis. It also encourages submissions across all levels of education throughout the life span and all forms of learning. AERJ welcomes submissions of the highest quality, reflecting a wide range of perspectives, topics, contexts, and methods, including interdisciplinary and multidisciplinary work.
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