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Teachers' Beliefs, Values, and Likelihood of Talking about Group-Based Discrimination
Elise M Kaufman1, Jacquelyn T Glidden1, Melanie Killen1
1University of Maryland, College Park.
Teaching and Teacher Education
|May 27, 2024
Summary
Teachers believe discussing discrimination is important, especially regarding race, wealth, and native language. Factors like believing prejudice can change and school support increase classroom discussions on racial discrimination.
Area of Science:
- Educational Psychology
- Social Sciences
- Sociology of Education
Background:
- Understanding teachers' beliefs and practices regarding classroom discussions on discrimination is crucial for fostering inclusive educational environments.
- The social reasoning developmental model provides a framework for examining how teachers perceive and address social identities and discrimination.
Purpose of the Study:
- To investigate teachers' beliefs and values concerning class time for discussing discrimination across various social identities.
- To determine the frequency with which teachers discuss discrimination based on different social identities.
- To identify factors that predict teachers' frequency of discussing racial discrimination in the classroom.
Main Methods:
- A survey was administered to 290 teachers.
- The survey assessed beliefs about discussing discrimination, reported frequency of discussions across social identities, and predictors of discussing racial discrimination.
Main Results:
- Most teachers believed all five social identities surveyed were worth discussing in class.
- Teachers most strongly believed that wealth, race, and native language significantly affect students' education.
- Higher teacher beliefs in the mutability of prejudice, school support, and the impact of race on education predicted more frequent discussions of racial discrimination.
Conclusions:
- Teachers generally value discussing discrimination, with a notable emphasis on race, wealth, and native language due to their perceived educational impact.
- Teacher beliefs about prejudice, institutional support, and the significance of race are key factors influencing classroom dialogues on racial discrimination.
- Findings highlight the importance of teacher education and school policies in promoting discussions about discrimination and fostering equitable learning environments.
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