课堂纪律经验和黑人青年学生教师关系和课堂参与
Kamilah B Legette1, Pamela W Garner2, Amy G Halberstadt3
1Department of School Psychology, Graduate School of Applied and Professional Psychology, Rutgers University.
Cultural diversity & ethnic minority psychology
|February 2, 2026
概括
挑的纪律对黑人学生的参与和教师关系产生负面影响. 教师必须检查纪律措施如何影响学校的经验和联系.
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
- 儿童发展 儿童发展
背景情况:
- 与白人年轻人相比,黑人年轻人面临的学校纪律不成比例地高,通常是出于主观原因.
- 这些学科差异可能导致黑人学生在学术和社会情感发展方面面临重大挑战.
- 了解不同纪律原因对黑人学生学校经历的具体影响至关重要.
研究的目的:
- 调查黑人学生在课堂纪律 (破坏性,不尊重,挑行为) 的经验与他们在课堂上的参与之间的关系.
- 检查这些纪律经验如何影响黑人学生与教师的关系.
- 探索儿童性别对这些关联的潜在缓解影响.
主要方法:
- 在四个学区,对38名小学教师和130名黑人学生 (4年级和5年级) 进行了调查.
- 多层次建模被用来解释学生嵌在教室内.
- 收集的数据集中在对纪律的看法,课堂参与和教师与学生的关系上.
主要成果:
- 对破坏性或不尊重行为的纪律显示,与黑人学生对学校的整体感受的关联很小.
- 专门针对挑的纪律显著与减少在课堂上的情绪和行为参与有关.
- 挑的纪律也与教师与学生关系中的冲突增加有关.
结论:
- 挑的纪律对黑人学生的参与和学校环境中的关系产生了明显的负面影响.
- 教师需要批判性地评估纪律实践,特别是那些与挑有关的纪律实践及其后果.
- 干预措施应侧重于培养积极的师生关系和支持黑人学生的课堂参与.
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