未成年学生和白人教师之间的种族不匹配:对未来的启示和建议

IF 0.8 4区 心理学 Q4 PSYCHOLOGY, EDUCATIONAL
Tamika P. La Salle, Cixin Wang, Chaorong Wu, Jesslynn Rocha Neves
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引用次数: 40

摘要

摘要美国公立学校的学生群体日益多样化;然而,教师队伍仍然主要是白人(80%)。本论文的目的是研究师生种族构成和对学校氛围的看法之间的关系,以及白人对少数族裔学生及其同龄人的教育结果的影响。研究结果表明,样本中90%以上的少数族裔学生接受的教育以白人为主。随着白人教师数量的增加,白人学生对文化接受和联系的感知也在增加。然而,对少数民族学生没有影响。对于少数族裔学生来说,随着少数族裔学生人数的增加,对学校氛围的看法确实有所增加。讨论了如何为少数族裔学生创造更公平的学习环境以及解决和减少教师偏见的建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Racial Mismatch among Minoritized Students and White Teachers: Implications and Recommendations for Moving Forward
ABSTRACT The student population in American public schools has become increasingly diverse; however, the teacher workforce remains primarily White (80%). The purpose of the current paper was to examine the relationship between student-teacher racial composition and perceptions of school climate and the impact of Whiteness on the educational outcomes of minoritized students and their counterparts. Findings from the study indicate that more than 90 percent of the minoritized students in the sample are being educated by a majority White teaching staff. White students’ perceptions of cultural acceptance and connectedness increased as the number of White teachers increased. However, there was no effect for minoritized students. For minoritized students, perceptions of school climate did increase as the number of minoritized students increased. Recommendations for addressing ways to create more equitable learning environments for minoritized students and address and reduce teacher bias are discussed.
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来源期刊
CiteScore
3.40
自引率
23.50%
发文量
20
期刊介绍: The Journal of Educational & Psychological Consultation (JEPC) provides a forum for improving the scientific understanding of consultation and for describing practical strategies to increase the effectiveness and efficiency of consultation services. Consultation is broadly defined as a process that facilitates problem solving for individuals, groups, and organizations. JEPC publishes articles and special thematic issues that describe formal research, evaluate practice, examine the program implementation process, review relevant literature, investigate systems change, discuss salient issues, and carefully document the translation of theory into practice.
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