内观:有色人种教师的隐性肤色偏见

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Intercultural Education Pub Date : 2022-11-13 DOI:10.1080/14675986.2022.2144622

Danielle R. Eugene, Jandel Crutchfield, Latocia Keyes, Sarah L. Webb

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引用次数: 0

摘要

在全球教师的知识建构和准备过程中，肤色主义是种族的一个突出方面。本文报告了一项研究的结果，该研究调查了有色人种职前教师对色彩主义的态度和经历，包括他们自己的内隐肤色偏见水平，以及对他们教学实践的影响。结果显示，家庭背景对参与者对色彩主义的理解和态度有很大影响。研究结果还展示了不同种族群体的类似经历，突出了色彩主义的跨领域和跨文化性质。最后，交叉性有助于参与者批判性地解释色彩主义如何在教学实践中表现出来。讨论了对政策和实践工作的影响。

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Looking within: implicit skin tone bias among teachers of color

ABSTRACT Colorism is a salient aspect of race in the knowledge construction and preparation of teachers across the globe. This paper reports the findings of a study that investigated attitudes and experiences of colorism among preservice teachers of color, including their own levels of implicit skin tone bias, and implications for their teaching practice. The results revealed that family background greatly influenced participant understanding and attitudes towards colorism. The results also demonstrated similar experiences across racial groups, highlighting the cross cutting and intercultural nature of colorism. Lastly, intersectionality contributed to participants ability to critically explain how colorism manifests in teaching practices. Implications for policy and practice efforts are discussed.

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来源期刊

Intercultural Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.30

自引率

8.30%

发文量

期刊介绍： Intercultural Education is a global forum for the analysis of issues dealing with education in plural societies. It provides educational professionals with the knowledge and information that can assist them in contributing to the critical analysis and the implementation of intercultural education. Topics covered include: terminological issues, education and multicultural society today, intercultural communication, human rights and anti-racist education, pluralism and diversity in a democratic frame work, pluralism in post-communist and in post-colonial countries, migration and indigenous minority issues, refugee issues, language policy issues, curriculum and classroom organisation, and school development.