在美国,代表性不足的少数民族教师在晋升和任期决定方面面临着双重标准
Theodore Masters-Waage1, Christiane Spitzmueller2, Ebenezer Edema-Sillo1
1Department of Psychology, University of Houston, Houston, TX, USA.
Nature human behaviour
|October 4, 2024
概括
代表性不足的少数民族 (URM) 教师在晋升和任期决策中面临偏见,收到更多的负面投票和更少的一致支持. 学术生产力被用双重标准来判断,不成比例地影响着URM女性.
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:
- 代表性不足的少数民族 (URM) 教师在整个学术界遇到系统性挑战.
- 之前的研究表明,URM个人在招生和赠款资助方面存在差异.
研究的目的:
- 调查现有的学术挑战是否延伸到晋升和任期 (P&T) 流程.
- 分析基于种族和种族的P&T决策中的潜在偏见.
主要方法:
- 分析了来自美国五所大学1571名教师的P&T决策数据.
- 统计检查投票模式和学术生产力指标 (h指数) 的影响.
主要成果:
- 乌鲁木学院的教师获得了7%更多的负面投票,并且获得P&T委员会一致支持的可能性降低了44%.
- 显而易见的是双重标准,较低的h指数对URM教职员工的判断更加严厉.
- 交叉教师,特别是URM女性,经历了强化的差异性待遇,这被积极的外部评审者对奖学金的评论所缓解.
结论:
- 研究结果支持学术P&T评估中的双重标准假设.
- 偏见的P&T决策过程有助于URM教师在常任职位上的代表性持续不足.
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