教师的信仰,价值观和谈论基于群体的歧视的可能性
Elise M Kaufman1, Jacquelyn T Glidden1, Melanie Killen1
1University of Maryland, College Park.
概括
教师认为讨论歧视是很重要的,特别是关于种族,财富和母语. 相信偏见可以改变和学校支持等因素增加了课堂上关于种族歧视的讨论.
科学领域:
- 教育心理学教育心理学
- 社会科学 社会科学 社会科学
- 教育社会学教育的社会学
背景情况:
- 了解教师对歧视课堂讨论的信念和做法对于培养包容性教育环境至关重要.
- 社会推理发展模型为检查教师如何感知和解决社会身份和歧视提供了一个框架.
研究的目的:
- 调查教师关于课堂时间的信念和价值观,以便讨论跨不同社会身份的歧视.
- 确定教师讨论基于不同社会身份的歧视的频率.
- 确定预测教师在课堂上讨论种族歧视的频率的因素.
主要方法:
- 对290名教师进行了一项调查.
- 该调查评估了关于讨论歧视的信念,报告了跨社会身份讨论的频率,以及讨论种族歧视的预测因素.
主要成果:
- 大多数教师认为,所有五种社会身份都值得在课堂上讨论.
- 教师最强烈地认为,财富,种族和母语显著影响学生的教育.
- 教师对偏见的可变性,学校支持和种族对教育的影响的更高的信念预测了种族歧视的更频繁的讨论.
结论:
- 教师通常重视讨论歧视,特别强调种族,财富和母语,因为它们对教育的影响很大.
- 教师对偏见的看法,机构支持和种族的重要性是影响课堂对种族歧视对话的关键因素.
- 调查结果强调了教师教育和学校政策在促进关于歧视的讨论和促进公平的学习环境方面的重要性.
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