儿童和青少年纠正了在课堂上领导职责的不平等分配
Melanie Killen1, Amanda R Burkholder2, Elizabeth Brey3
1University of Maryland, College Park, Maryland, USA.
Child development
|June 26, 2024
概括
儿童和青少年评估课堂领导任务. 青少年,不像年轻的孩子,认为不平等的教师领导的任务有利于某些群体是不公平的,并主张公平的解决方案.
科学领域:
- 社会心理学 社会心理学
- 发展心理学 发展心理学
- 教育心理学教育心理学
背景情况:
- 关于儿童和青少年如何看待基于种族,种族和性别的不平等分配课堂领导角色的研究有限.
- 了解这些观念对于培养公平的教育环境至关重要.
研究的目的:
- 调查儿童和青少年如何评估教师分配的领导角色,当这些任务造成基于群体的不平等时.
- 探索与年龄相关的差异,感知和纠正在课堂领导层分配的感知偏见.
主要方法:
- 一项涉及275名来自不同种族背景的美国儿童和青少年 (8-14岁) 的研究.
- 参与者评估了教师分配高地位领导职位的假设场景,有利于特定的种族或性别群体.
- 数据是在2018年至2021年期间收集的.
主要成果:
- 与较年轻的儿童相比,青少年对领导分配不平等的负面评价更强烈.
- 参与者预计,弱势群体成员会更负面地看待分配.
- 有证据表明,人们倾向于纠正所感知的不平等现象.
结论:
- 在青少年中,对领导任务中基于教师的偏见的看法是显著的.
- 解决这些看法可以为旨在创造更公平,更有动机的课堂环境的干预提供信息.
- 在课堂动态中促进公平对于学生的成绩和福祉至关重要.
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