教师的种族愤怒:对纪律差异的影响
Kamilah B Legette1, Andrew Supple2, Johari Harris3
1University of Denver, United States.
Journal of school psychology
|July 28, 2023
概括
教师对黑人学生的愤怒比白人学生更大,影响了纪律. 教师的愤怒充当调解者,强调它是干预减少学校种族偏见的关键领域.
科学领域:
- 教育心理学教育心理学
- 社会心理学 社会心理学
- 种族偏见研究 种族偏见研究
背景情况:
- 教师纪律中的种族偏见是显而易见的,但激活过程不清楚.
- 了解教师的情绪反应对于解决种族化纪律至关重要.
研究的目的:
- 检查教师对基于种族的学生不当行为的情感反应.
- 调查教师的情绪是否调解了学生种族和纪律之间的联系.
主要方法:
- 调查了228名美国教师对学生不良行为情景的情绪反应.
- 分析了学生种族 (黑人与白人) 的情绪反应 (愤怒与关注).
- 使用调解分析来评估教师情绪的作用.
主要成果:
- 教师报告说,他们对黑人学生的愤怒比对白人学生的担忧高出71%.
- 教师的愤怒显著调解了学生种族和纪律处分行动之间的关系.
- 情绪反应,特别是愤怒,是将种族与纪律联系起来的关键机制.
结论:
- 教师对黑人学生的愤怒是种族化纪律的一个重要因素.
- 解决教师愤怒是一个潜在的干预点,以减轻学校的种族偏见.
- 研究结果强调了情绪调节在教师培训中的重要性.
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