调查幼儿园教师在课堂上注意到种族微型攻击的能力
Sauro Civitillo1, Sabine Glock2, Luca Alexander Naudszus3
1Utrecht University, Utrecht, The Netherlands.
Journal of community psychology
|November 19, 2025
概括
幼儿园教师可以识别种族微型攻击,但他们的意识与偏见等态度有着不一致的联系. 然而,批判性反思增强了教师的教学能力.
科学领域:
- 教育心理学教育心理学
- 社会心理学 社会心理学
- 教师教育教育的教师教育.
背景情况:
- 在教育环境中,以不敏感或低民族身份为特征的种族微型攻击很普遍,不成比例地影响到少数群体的学生.
- 了解服务教师识别和解释这些歧视行为的能力,对于培养包容性教育环境至关重要.
- 教师的心理特征,包括偏见,同情和批判性反思,可能会影响他们对种族微型攻击的认识.
研究的目的:
- 检查保护服务教师在处理和解释针对土耳其裔学生的种族微型攻击方面的能力.
- 探索态度倾向的作用,如隐含和明确的偏见,批判性反思和同情心,预测教师对种族微型攻击的认识.
主要方法:
- 在德国进行了两项实验研究,使用图片设计.
- 参与者 (N=147在第1项研究中,N=184在第2项研究中) 呈现了涉及种族微型攻击的场景.
- 这些措施包括观察能力 (参与和解释微型攻击) 和态度倾向 (隐式/显式偏见,批判性反思,同理心) 的评估.
主要成果:
- 参与者展示了能够注意到针对土耳其遗产学生的种族微型攻击的能力.
- 态度倾向和种族注意之间的关系在各个研究中是不一致的.
- 更高的批判性反思始终与更强的参与和解释种族微型攻击的能力有关.
结论:
- 幼儿园教师具备检测种族微型攻击的基本能力,但他们的意识并不能始终由他们的偏见态度来预测.
- 批判性反思成为一个关键的心理特征,提高教师对种族微型攻击的认识.
- 研究结果表明,需要有针对性的教师教育计划,重点是培养批判性反思技能,以解决学校的种族微型攻击问题.
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