德国,意大利和荷兰学校教科书中的种族和性别代表性
Astrid M C Jehle1, Daudi van Veen2, Marleen G Groeneveld1
1Leiden University College, Leiden University, The Hague, the Netherlands.
Journal of community psychology
|December 2, 2025
概括
教科书往往低估了女性和少数民族的角色,这可能加剧了教育不平等. 这项研究分析了德国,意大利和荷兰的教科书,以评估角色多样性.
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:
- 在教育材料中对女性和少数民族角色的刻板印象描绘与学术表现不佳和偏差的教育选择有关.
- 教科书中的"隐藏课程"可能会通过限制对多样化代表性的暴露来延续社会偏见.
- 了解教科书人物多样性对于解决教育不平等至关重要.
研究的目的:
- 调查德国,意大利和荷兰教科书中人物中种族和性别多样性的表现.
- 分析是否少数民族角色,特别是女性,在教育材料中代表性不足.
- 探索教科书代表性对隐藏课程和教育公平的潜在影响.
主要方法:
- 一本来自德国,意大利和荷兰的数学和语言教科书的跨国内容分析.
- 基于种族和性别的角色比例比例的定量评估.
- 对不同国家和教科书类型的代表性进行比较分析.
主要成果:
- 在分析的教科书中,女性和少数民族角色的比例不足.
- 这种代表性不足在意大利教科书中比德国和荷兰的教科书更明显.
- 然而,包括女性在内的少数民族角色在主角或与职业相关的角色中并不代表.
结论:
- 该研究表明,教科书中女性和少数民族角色的多样性有限,可能反映和加剧教育差异.
- 调查结果强调,需要更具包容性的教科书内容,以促进公平的教育经验.
- 在教育材料中解决代表性不足问题是消除系统不平等的关键一步.
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