白人的特权和教师对教师和孩子关系质量的看法
Kathleen Moritz Rudasill1, Colin Page McGinnis2, Sheng-Lun Cheng3
1Virginia Commonwealth University, 1015 West Main Street Richmond, VA 23284, United States.
Journal of school psychology
|May 30, 2023
概括
教师认为与黑人男孩的关系比白人女孩更负面,这表明种族主义和性别歧视对早期教育产生影响. 这项研究强调了教师与孩子关系的差异.
科学领域:
- 教育心理学教育心理学
- 教育社会学教育的社会学
- 批判性种族理论 批判性种族理论
背景情况:
- 教师与孩子的关系对于早期的学业成功至关重要.
- 现有研究强调了教育环境中的种族和性别差异.
- 批判性种族理论和文化同步假设为理解这些差异提供了框架.
研究的目的:
- 调查儿童的种族和性别如何影响教师对幼儿园到二年级的教师与儿童关系的看法.
- 通过批判性种族理论和文化同步的镜头来检查这些感知.
- 为了确定教师和孩子的种族匹配是否能缓和这些感知.
主要方法:
- 纵向研究追踪教师对教师和孩子关系质量的认知 (冲突,亲密).
- 对儿童性别和家庭社会经济地位 (SES) 进行控制的分析.
- 调查了教师和孩子的种族匹配作为潜在的主持人.
主要成果:
- 与白人女孩相比,教师认为与黑人男孩的负面关系 (较高的冲突,较低的亲密关系) 更多.
- 黑人男孩在幼儿园面临着最糟糕的教师与孩子关系的风险.
- 与黑人男孩的关系中感知到的冲突在早期小学年级显著增加.
结论:
- 种族主义和性别歧视交叉形成教师对幼儿的看法.
- 调查结果强调,需要为教育工作者和学校心理学家提供反种族主义和文化能力培训.
- 干预措施应解决影响教师与儿童关系动态的系统偏见.
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