注意到我们的偏见:语言模式如何揭示在排他性纪律中使用办公室纪律转介的偏见

IF 2 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
David M. Markowitz, Angus Kittelman, E. Girvan, M. Santiago-Rosario, K. McIntosh
{"title":"注意到我们的偏见:语言模式如何揭示在排他性纪律中使用办公室纪律转介的偏见","authors":"David M. Markowitz, Angus Kittelman, E. Girvan, M. Santiago-Rosario, K. McIntosh","doi":"10.3102/0013189x231189444","DOIUrl":null,"url":null,"abstract":"The comments teachers write when sending students to the office have the potential to increase our understanding of how bias may contribute to longstanding racial disparities in school discipline. However, large-scale analysis of open text has traditionally had a prohibitive cost. Through natural language processing techniques, we examined over 3.5 million office discipline records from national samples of more than 4,000 schools for whether teachers’ linguistic patterns differed when describing incidents depending on the race/ethnicity and gender of the students. Results of such analyses consistently showed that teachers wrote longer descriptions and included more negative emotion when disciplining Black compared to White students, especially for Black girls. In conjunction with psychology of language theory, the patterns suggest that teachers may perceive and process student behavior differently depending on student identities. Implications of the findings and potential for research on naturally occurring language data in education are discussed.","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":"13 1","pages":""},"PeriodicalIF":2.0000,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Taking Note of Our Biases: How Language Patterns Reveal Bias Underlying the Use of Office Discipline Referrals in Exclusionary Discipline\",\"authors\":\"David M. Markowitz, Angus Kittelman, E. Girvan, M. Santiago-Rosario, K. McIntosh\",\"doi\":\"10.3102/0013189x231189444\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The comments teachers write when sending students to the office have the potential to increase our understanding of how bias may contribute to longstanding racial disparities in school discipline. However, large-scale analysis of open text has traditionally had a prohibitive cost. Through natural language processing techniques, we examined over 3.5 million office discipline records from national samples of more than 4,000 schools for whether teachers’ linguistic patterns differed when describing incidents depending on the race/ethnicity and gender of the students. Results of such analyses consistently showed that teachers wrote longer descriptions and included more negative emotion when disciplining Black compared to White students, especially for Black girls. In conjunction with psychology of language theory, the patterns suggest that teachers may perceive and process student behavior differently depending on student identities. Implications of the findings and potential for research on naturally occurring language data in education are discussed.\",\"PeriodicalId\":47159,\"journal\":{\"name\":\"Australian Educational Researcher\",\"volume\":\"13 1\",\"pages\":\"\"},\"PeriodicalIF\":2.0000,\"publicationDate\":\"2023-08-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Australian Educational Researcher\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.3102/0013189x231189444\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Australian Educational Researcher","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.3102/0013189x231189444","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1

摘要

老师在送学生去办公室时写的评论有可能增加我们对偏见如何导致学校纪律中长期存在的种族差异的理解。然而,传统上对开放文本进行大规模分析的成本过高。通过自然语言处理技术,我们检查了来自全国4000多所学校样本的350多万份办公室纪律记录,以确定教师在描述事件时的语言模式是否因学生的种族/民族和性别而有所不同。这些分析的结果一致表明,与白人学生相比,教师在惩罚黑人学生时,尤其是对黑人女孩,会写更长的描述,并包含更多的负面情绪。结合语言心理学理论,这些模式表明教师对学生行为的感知和处理可能会因学生身份的不同而不同。本文还讨论了研究结果的意义和自然语言数据在教育中的研究潜力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Taking Note of Our Biases: How Language Patterns Reveal Bias Underlying the Use of Office Discipline Referrals in Exclusionary Discipline
The comments teachers write when sending students to the office have the potential to increase our understanding of how bias may contribute to longstanding racial disparities in school discipline. However, large-scale analysis of open text has traditionally had a prohibitive cost. Through natural language processing techniques, we examined over 3.5 million office discipline records from national samples of more than 4,000 schools for whether teachers’ linguistic patterns differed when describing incidents depending on the race/ethnicity and gender of the students. Results of such analyses consistently showed that teachers wrote longer descriptions and included more negative emotion when disciplining Black compared to White students, especially for Black girls. In conjunction with psychology of language theory, the patterns suggest that teachers may perceive and process student behavior differently depending on student identities. Implications of the findings and potential for research on naturally occurring language data in education are discussed.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Australian Educational Researcher
Australian Educational Researcher EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.60
自引率
14.30%
发文量
81
期刊介绍: The Australian Educational Researcher is the international, peer reviewed journal published by AARE. The Australian Educational Researcher is published three times a year and is a Thomson (ISI) indexed journal. The aim of AER is to:Promote understandings of educational issues through the publication of original research and scholarly essays.Inform education policy through the publication of papers utilising a range of research methodologies and addressing issues of theory and practice.Provide a research forum for education researchers to debate current problems and issues.Provide an international and national perspective on education research through the publication of book reviews, scholarly essays, original quantitative and qualitative research and papers that are methodologically or theoretically innovative.AER welcomes contributions from a variety of disciplinary perspectives on any level of education.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信