资优学生教师的种族歧视意识及其与文化响应教学法的关系

IF 3 3区 教育学 Q1 EDUCATION, SPECIAL
Jessica K. Ottwein, Rachel U. Mun
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引用次数: 0

摘要

文化响应教学建议,以减轻在保留不同种族和民族的学生在资优项目的差异。然而,对色盲种族意识形态的支持与有色人种学生较低的多元文化教学能力和采用缺陷视角有关。本研究以德克萨斯州2323名教师为样本,调查了种族意识形态与多元文化教学能力之间的关系。这些教师报告说,他们在一般或特殊情况下为有天赋和有天赋的学生提供教学。多元回归分析发现,种族色盲、性别和多元文化教学知识对资优学生文化响应性教学的自我报告实施有预测作用,而资优培训和学校多样性没有影响。这意味着有必要解决教师的种族信仰问题,并确保有天赋的专业发展使教师具备必要的知识和技能,以满足不同天赋学生的需求。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Colorblind Racial Ideology Among Teachers of Gifted Students and Its Relationship With Culturally Responsive Pedagogy
Culturally responsive instruction is recommended to mitigate disparities in the retention of racially and ethnically diverse students in gifted programs. However, the endorsement of colorblind racial ideology is associated with lower multicultural teaching competency and the adoption of deficit perspectives of students of color. The present study examined the relationship between colorblind racial ideology and multicultural teaching competency among a sample of 2,323 Texas teachers who report providing instruction for students identified as gifted and talented in either general or gifted-specific settings. Multiple regression analysis found that racial colorblindness, sex, and multicultural teaching knowledge predicted the self-reported implementation of culturally responsive instruction when teaching gifted students, while gifted-specific training and school diversity had no effects. Implications relate to the necessity of addressing teachers’ racial beliefs and ensuring that gifted-specific professional development equips teachers with the knowledge and skills necessary for meeting the needs of diverse gifted students.
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来源期刊
CiteScore
6.30
自引率
29.00%
发文量
41
期刊介绍: Gifted Child Quarterly (GCQ) is the official journal of the National Association for Gifted Children. As a leading journal in the field, GCQ publishes original scholarly reviews of the literature and quantitative or qualitative research studies. GCQ welcomes manuscripts offering new or creative insights about giftedness and talent development in the context of the school, the home, and the wider society. Manuscripts that explore policy and policy implications are also welcome. Additionally, GCQ reviews selected books relevant to the field, with an emphasis on scholarly texts or text with policy implications, and publishes reviews, essay reviews, and critiques.
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