青少年对同龄人和教师在科学,技术,工程和数学课程中的不公平待遇的评价:预期的干预措施
Kelly Lynn Mulvey1, Jacqueline Cerda-Smith1, Emily Herry2
1North Carolina State University, Raleigh, North Carolina, USA.
概括
青少年认为STEM课堂上的不公平的老师和同龄人的行为是错误的. 他们比老师更有可能面对同龄人,他们的反应受到各种人口和学校因素的影响.
科学领域:
- 教育心理学教育心理学
- 在STEM教育研究研究中.
背景情况:
- 青少年对公平的看法对于参与STEM至关重要.
- 了解学生在STEM环境中如何评估不公平待遇对于包容性教育至关重要.
研究的目的:
- 探索青少年对STEM课堂中不公平的教师和同行行为的评价.
- 检查性别,年级和其他因素如何影响这些评估和反应.
主要方法:
- 调查对美国东南部的577名九年级和十年级学生进行了调查.
- 利用假设情景来评估对不公平待遇的反应.
- 分析了人口因素,学校气候,歧视,归属感和批判意识.
主要成果:
- 青少年认为老师和同龄人的不公平行为是不可接受的.
- 根据性别和年级观察到感知和反应的细微差异.
- 学生比老师更倾向于与同龄人对抗不公平待遇.
结论:
- 青少年对STEM不公平的判断和反应受到多种因素的影响.
- 解决不公平待遇对于促进STEM教育的包容性和持续性至关重要.
- 干预措施应考虑学生的人口结构和学校环境,以促进公平.
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