思维方式×背景:学校,课堂,以及对期望的不平等转化为数学成绩
Jamie M Carroll1, David S Yeager2, Jenny Buontempo2
1Tulane University.
Monographs of the Society for Research in Child Development
|August 14, 2023
概括
青少年对数学成功的期望与学术进步有关,特别是在支持性学校环境中的弱势群体. 学校和课堂环境显著影响这种联系,突出了针对性公平干预的必要性.
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
- 发展心理学 发展心理学
背景情况:
- 青少年对高中数学成功的期望对于学术进步至关重要.
- 社会经济地位和性别与这些期望和随后的数学成绩有显著的交叉关系.
- 学校和课堂环境在调解期望与结果之间的联系方面发挥着至关重要的作用.
研究的目的:
- 检查学校和课堂环境如何破坏或促进青少年数学期望和进步之间的联系.
- 调查数学成绩中社会经济不平等的性别模式.
- 测试思维模式×上下文理论关于学生思维模式和教育机会的相互作用的预测.
主要方法:
- 利用了来自美国大约1万名公立学校九年级学生的全国代表性数据 (国家学习思维模式研究,2015-2016).
- 采用贝叶斯因果森林 (BCF) 算法来分析期望,性别,社会经济地位 (SES) 和上下文因素之间的复杂相互作用效应.
- 研究了学校层面的同行文化和课堂层面的性别刻板印象的调节作用.
主要成果:
- 来自低SES家庭的男孩是最脆弱的群体,他们的数学进步明显较低,并且从高的期望中受益最多.
- 在高成绩的学校有强大的学术标准,预期是最不具预测性,在那里,资源弥补了较低的预期.
- 对课堂性别刻板印象的看法对数学进步产生了负面影响,但高期望在倾向于刻板印象的课堂上缓冲了这种影响.
结论:
- 心态×背景理论有效地解释了学生的心态如何与学校环境相互作用,以影响教育公平.
- 调查结果强调了整合心理学和社会学观点的重要性,以了解和改善教育成果.
- 结果表明,有针对性的干预措施,如提高数学期望或改善学校/教室文化,可以促进多元化的学生群体的教育公平.
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