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Pre-service teachers’ desire to control bias: Implications for the endorsement of culturally affirming classroom practices
Learning and Instruction ( IF 6.636 ) Pub Date : 2021-06-25 , DOI: 10.1016/j.learninstruc.2021.101512
Revathy Kumar 1 , DeLeon L. Gray 2 , Nurit Kaplan Toren 3
Affiliation  

The study integrates social-psychological and educational research to examine the relations between preservice teachers’ race-related perceptions of Black students and the instructional approaches they endorse. Based on survey and race Implicit Association Test data from preservice teachers (N = 258; White = 82%) in the United States, we predicted that the association between motivation to be unprejudiced and motivation to appear unprejudiced would predict endorsement of culturally and motivationally supportive instructional practices via implicit and explicit biases about Black students. Path analyses revealed significant mediated associations among motivation to be unprejudiced and endorsed instructional approaches and practices via explicit bias, contingent on the motivation to appear unprejudiced. Furthermore, it is troubling to note that White preservice teachers, in contrast to their ethnic minority counterparts, displayed significant implicit preference for White over Black students. Implications of these findings for preparing a culturally responsive and motivational supportive teaching task-force are discussed.



中文翻译:

职前教师控制偏见的愿望:对支持文化肯定的课堂实践的启示

该研究整合了社会心理学和教育研究,以检验职前教师对黑人学生的种族相关看法与他们所支持的教学方法之间的关系。根据美国职前教师(N = 258;White = 82%)的调查和种族内隐关联测试数据,我们预测不带偏见的动机和表现不带偏见的动机之间的关联将预测文化和动机支持的认可通过对黑人学生的隐性和显性偏见进行教学实践。路径分析揭示了不带偏见的动机与通过明确的偏见支持的教学方法和实践之间存在显着的中介关联,这取决于表现出不带偏见的动机。此外,令人不安的是,与少数民族教师相比,白人职前教师对白人学生表现出明显的隐含偏好。讨论了这些发现对准备文化响应和激励支持教学工作组的影响。

更新日期:2021-06-25
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