旁观者干预培训计划的有效性,以打破美国和外国教师之间的性别和种族偏见
Suzanna M Rose1,2,3, Sanaz Farhangi2, Michelle Hospital4,3
1Department of Psychology, Florida International University, Miami, FL USA.
Innovative higher education
|June 23, 2025
概括
旁观者领导力TM计划 (BLP) 有效地提高了教师的自我效能和对偏见的干预. 该计划特别受益于外国出生的教师,提高他们的意识和行动,解决学术环境中的偏见.
科学领域:
- 高等教育 高等教育
- 组织心理学 组织心理学
- 多样性和包容性的多样性和包容性
背景情况:
- 在研究型大学的教师中,性别和种族偏见仍然存在.
- 现有的干预措施往往缺乏解决观察到的偏见的实际技能.
- 一个旁观者领导力TM计划 (BLP) 根据当地研究开发,以配备教师的干预策略.
研究的目的:
- 评估旁观者领导力TM计划 (BLP) 在减轻大学教师之间的性别和种族偏见方面的有效性.
- 评估BLP对教师发现偏见,自我效能,行动的感知风险和益处以及实际干预行为的能力的影响.
- 根据教师的出生国来探索方案有效性的差异.
主要方法:
- 一项准实验性设计涉及253名来自STEM和社会和行为科学系的专职/专职教师.
- 参与者在研讨会前和之后 (干预组) 或在类似的时间间隔 (比较组) 进行了调查.
- 测量的关键变量包括偏见意识,自我有效性,行为后果感知,以及在偏见事件中报告的干预.
主要成果:
- 与比较组相比,干预组的自我有效性和实际干预显著增加.
- 外国出生的教师,最初具有较低的偏见意识,在干预后注意到偏见的显著增加.
- 60%的教师参与率与部门对包容性实践的支持相关.
结论:
- 旁观者领导力TM计划 (BLP) 有效提高教师的信心和积极参与解决偏见.
- 在改善外国出生的教师之间的偏见干预方面,BLP特别有前途.
- 实现参与的临界量 (60%) 是促进包容性部门气候的必要条件.
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