九年级学生对教师公平的看法与他们的数学认同之间的关系:学生种族和学校种族构成的差异。

IF 3.3 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Sociology of Education Pub Date : 2023-04-01 Epub Date: 2023-01-21 DOI:10.1177/00380407221149016
Dara Shifrer, Kate Phillippo, Ned Tilbrook, Karisma Morton
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引用次数: 0

摘要

利用 2009 年具有全国代表性的高中纵向研究中有关九年级学生、数学教师和学校的数据,我们研究了以下问题:(1) 在青少年的种族和性别交汇点上,九年级学生认为数学教师是公平的,这与他们的数学身份有什么关系?我们的研究结果表明,那些认为数学老师是公平的青少年,无论其种族或性别如何,其数学身份认同水平通常较高。在种族多元化的学校中,青少年对数学教师公平性的看法对其数学身份认同的影响最为显著,因为在这些学校中,种族差异和刻板印象可能更为明显。研究结果还表明,黑人青少年似乎抵制种族主义成见,无论他们对教师的看法如何,他们的数学认同感仍然很高。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Relationship between Ninth Graders' Perceptions of Teacher Equity and Their Math Identity: Differences by Student Race and School Racial Composition.

Using data on ninth graders, math teachers, and schools from the nationally representative High School Longitudinal Study of 2009, we investigate the following questions: (1) How do ninth graders' perceptions of their math teachers as equitable relate to their math identity at the intersection of adolescents' race and gender? and (2) Do differences in the percentage of students at the school who share the adolescent's race moderate (i.e., differentiate) the salience of perceptions of math teachers for adolescents' math identities? Our results suggest that adolescents who perceive their math teachers as equitable typically have higher levels of math identity regardless of their race or gender. Adolescents' perceptions of their math teachers as equitable are most salient for adolescents' math identity in racially diverse schools, where racial differences and stereotypes may be more visible. Findings also indicate the seeming resistance of Black youth to racist stereotypes, whose math identity remains high regardless of their perceptions of their teachers.

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来源期刊
CiteScore
6.90
自引率
5.10%
发文量
15
期刊介绍: Sociology of Education (SOE) provides a forum for studies in the sociology of education and human social development. SOE publishes research that examines how social institutions and individuals’ experiences within these institutions affect educational processes and social development. Such research may span various levels of analysis, ranging from the individual to the structure of relations among social and educational institutions. In an increasingly complex society, important educational issues arise throughout the life cycle.
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