预服务教师对不同特殊教育需求的学生的明确和隐含的刻板印象
Charlotte S Schell1,2, Hannah Kleen1,2, Charlotte Dignath2,3
1DIPF | Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany.
The British journal of educational psychology
|October 8, 2025
概括
预服务教师对有特殊教育需求 (SEN) 的学生持有明确和隐含的刻板印象. 干预措施必须解决有意识的偏见和无意识的关联,以促进包容性教育.
科学领域:
- 教育心理学教育心理学
- 社会心理学 社会心理学
- 特殊教育 特殊教育
背景情况:
- 教师的态度显著影响教育包容性,刻板印象发挥着关键作用.
- 直接的刻板印象措施可能受到社会可取性偏见的限制.
- 结合直接和间接措施,可以更深入地了解复杂的偏见.
研究的目的:
- 调查和比较预服务教师持有的明确和隐含的刻板印象.
- 检查对自闭症,唐氏综合征和阅读障碍的学生的刻板印象.
- 使用直接和间接的测量方法.
主要方法:
- 76名德国预服务教师的样本参与了调查.
- 通过问卷来评估明确的刻板印象.
- 使用词汇决策任务来测量隐含的刻板印象.
主要成果:
- 服务前的教师对所有群体的刻板印象形容词有显著的明确认可.
- 在词汇决策任务中对刻板印象词语的快速反应表明了隐含的关联.
- 显式和隐式刻板印象没有显示出显著的相关性.
结论:
- 预服务教师表现出明显的明确刻板印象和隐含的关联,特别是对自闭症学生和唐氏综合征患者.
- 与自闭症和唐氏综合征相比,阅读障碍的刻板印象模式不那么明显.
- 调查结果强调了教育中的刻板印象的普遍性,以及针对明确和隐性偏见的干预措施的必要性.
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