来自荷兰的数学和荷兰语教科书中的种族代表性和刻板印象
Daudi van Veen1, Rosanneke A G Emmen2,3, Tessa M van de Rozenberg2
1Faculty of Social and Behavioural Sciences, Utrecht University, Utrecht, The Netherlands.
概括
荷兰的教科书低估了有色人种的角色,并延续了刻板印象. 这项研究发现,少数民族被描绘为不那么有能力和在较低的职业角色,强调了包容性教育材料的需要.
科学领域:
- 教育心理学教育心理学
- 教育社会学教育的社会学
- 媒体研究 媒体研究
背景情况:
- 教科书在塑造学生的世界观和对多样性的理解方面发挥着至关重要的作用.
- 之前的研究表明,教育材料可能存在偏见,但对荷兰中学教科书的具体分析是有限的.
研究的目的:
- 调查荷兰中学数学和荷兰语言科目教科书中的种族代表性和刻板印象.
- 量化来自不同种族背景的角色的存在,并分析他们对能力和职业地位的描绘.
主要方法:
- 在荷兰 (2019) 一年级中学使用的25本纸质教科书的综合分析.
- 编码8897个可识别字符的种族背景,与能力相关的活动和职业地位.
- 课本代表性与荷兰人口统计数据的比较.
主要成果:
- 与荷兰人口中流行率相比,有色人种的代表性明显不足.
- 微妙的刻板印象模式出现了,有色人种的角色被描绘为不那么有能力,并持有较低的职业地位比白人角色.
- 研究结果表明,隐含的偏见影响了在教育内容中对族群的选择和描绘.
结论:
- 当前荷兰中学教科书显示种族代表性不足,并延续有害的刻板印象.
- 出版中的隐性偏见可能会导致这些差异,影响学生的包容性世界观发展.
- 建议包括使用诸如随机名称生成器之类的工具,以提高教科书的包容性和公平性.
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