ABSTRACT Although over 60 years have passed since federal policy was developed to create a more integrated school system, Black and Brown children in the US are still learning in schools where they are almost completely segregated from their White peers. The impact of segregation in schools is well documented, and outcome data continues to demonstrate significant racial disparities in educational achievement among our children. While structural racism accounts for much of the lack of progress in this area, unconscious beliefs may also play a role in the intractability of segregation, and segregation may lead to greater implicit bias. The current study examined the relationship between levels of diversity in school and community, beliefs about segregation, and implicit racial bias. Findings suggest that implicit racial bias was significantly higher for those who were educated in communities with lower levels of integration. In order to truly impact segregation, social workers must consider the complex interplay between societal factors and unconscious factors which both serve to perpetuate the staggering lack of equity in educational opportunities in this country.

中文翻译：

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深入挖掘：学校隔离与无意识种族主义之间的关系

摘要 尽管自制定联邦政策以创建更加一体化的学校系统以来已经过去了 60 多年，但美国的黑人和布朗儿童仍在学校学习，他们几乎与白人同龄人完全隔离。学校隔离的影响有据可查，结果数据继续表明我们孩子在教育成就方面存在显着的种族差异。虽然结构性种族主义是该领域缺乏进展的主要原因，但无意识的信念也可能在种族隔离的顽固性方面发挥作用，而种族隔离可能会导致更大的隐性偏见。目前的研究调查了学校和社区的多样性水平、种族隔离观念和隐含的种族偏见之间的关系。研究结果表明，在融合程度较低的社区接受教育的人，内隐的种族偏见明显更高。为了真正影响隔离，社会工作者必须考虑社会因素和无意识因素之间复杂的相互作用，这两者都有助于使这个国家的教育机会公平性长期缺乏。