幼稚園の教師は,より恵まれた背景を持つ生徒よりも,労働者階級の生徒に,参加の機会を少なく提供しています
Lewis Doyle1,2, Andrei Cimpian3, Louise Goupil4
1Centre de Recherches sur la Cognition et l'Apprentissage, Université de Poitiers, CNRS, Poitiers 86073, France.
まとめ
教師たち
科学分野:
- 教育心理学
- 教育社会学
- 幼児教育
背景:
- 社会的階級の格差は幼少期教育において明らかである.
- 現存する研究は 社会化と資源の活用に 焦点を当てていますが 教師の実践は まだ十分に調査されていないのです
- 教育の不平等に 教師がどう影響するかを理解することは 極めて重要です
研究 の 目的:
- 幼稚園の教師の慣行が社会階級の不平等を悪化させるかどうかを調査する.
- 教室での議論における生徒の参加と教師の反応を分析する.
- 授業の背景が 学生の貢献の受け入れに影響するかどうかを判断する.
主な方法:
- 63の幼稚園の教室で全クラスの観察 (N=226人の生徒,10人の教師).
- 7,941の学生参加の試みと教師の回答をコード化しました.
- 参加の受け入れを分析するための混合効果のベイジアンロジスティック回帰.
主要な成果:
- 労働者階級の学生の参加の試みは受け入れられませんでした.
- この格差は 学生の言語能力が同じだと見なされても 存在していた.
- ルールに従う (手を挙げる) とルールを破る (呼び出す) 双方の参加が影響を受けた.
結論:
- 幼稚園の教師の行動は 意図せず 社会階級の格差を拡大する可能性があります
- 幼児教育は 教育の格差を軽減するどころか 強化するかもしれません
- これらの階級差を軽減するための介入を検討する研究も進めるべきです.
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