知识排除:一个理论,以理解种族主义在教师的研究评估
Isis H Settles1, Martinque K Jones2, NiCole T Buchanan3
1University of Michigan, Department of Psychology.
The American psychologist
|July 22, 2024
概括
根植于纪律和身份偏见的认识主义排斥,通过在审查期间降低边缘化学者研究价值来阻碍教师多样性. 解决这些偏见对于学术公平和创新至关重要.
科学领域:
- 社会科学 社会科学 社会科学
- 高等教育研究 高等教育研究
- 学术公平的学术公平.
背景情况:
- 颜色生长能力已经停滞不前,限制了多样性的好处.
- 结构性障碍阻碍了学术界的教师公平.
- 现有的机构努力还没有充分解决这个问题.
研究的目的:
- 详细介绍一个认识排除理论.
- 将这个理论应用于教师部门的审查.
- 确定教师公平的结构性障碍.
主要方法:
- 理论框架的发展 (认识体系的排除).
- 理论应用于教师审查过程 (正式和非正式).
- 在学术评价中偏见的分析.
主要成果:
- 知识学排斥源于对研究严谨性和学者能力的偏见.
- 排除发生在正式 (标准,指标) 和非正式 (合法性,贡献) 两种形式.
- 这些偏见不成比例地影响到边缘化的学者.
结论:
- 知识学排斥威胁到学术多元化.
- 需要公平的评估实践.
- 减少认识的排斥对于高等教育至关重要.
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