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A Gendered and Racialized Educational Hierarchy: Disparities in Elementary School Teachers’ Perceptions of Student Behavior
Social Forces ( IF 5.866 ) Pub Date : 2022-09-01 , DOI: 10.1093/sf/soac095
Jaymes Pyne, Michela Musto

This paper uses an intersectional framework to account for the degree to which race, when intersecting gender, relates to teachers’ evaluations of US elementary school children over time. Drawing on longitudinal data from the 2011 Early Childhood Longitudinal Study-Kindergarten cohort, we employ growth curve modeling to study descriptive trends in teacher perceptions of student behavior from kindergarten through fifth grade. We find that educators’ perceptions of White, Asian American, and Latinx girls increase over time, while their perceptions of Black girls remain flat. Meanwhile, a different longitudinal trend emerges among boys. Although teachers’ views of Black boys decrease over time, their views of other boys increase to the levels of Black girls, or higher, by the end of fifth grade. This analysis reveals how teachers’ perceptions coalesce into an emerging hierarchy that—by the end of fifth grade—most sharply contrasts the behavior of Asian American girls and Black boys. Our intersectional approach and the theoretical framework informing it underscore the limits to considering how educators distinguish students by gender or race alone. Together, gender and race more fully account for differences in how educators perceive student behavior over time.

中文翻译:

性别化和种族化的教育等级:小学教师对学生行为认知的差异

本文使用交叉框架来说明种族在与性别交叉时与教师对美国小学生的评价随时间推移的相关程度。利用 2011 年幼儿纵向研究 - 幼儿园队列的纵向数据,我们采用增长曲线模型来研究教师对从幼儿园到五年级的学生行为的看法的描述性趋势。我们发现教育工作者对白人、亚裔美国人和拉丁裔女孩的看法随着时间的推移而增加,而他们对黑人女孩的看法保持不变。与此同时,男孩中出现了不同的纵向趋势。尽管教师对黑人男孩的看法会随着时间的推移而下降,但他们对其他男孩的看法会在五年级结束时增加到黑人女孩的水平或更高。这项分析揭示了教师的看法如何融合成一个新兴的等级制度——到五年级末——这种等级制度与亚裔美国女孩和黑人男孩的行为形成了最鲜明的对比。我们的交叉方法和为其提供信息的理论框架强调了考虑教育工作者如何仅通过性别或种族来区分学生的局限性。性别和种族一起更充分地解释了教育工作者对学生行为的看法随着时间的推移而存在的差异。
更新日期:2022-09-01
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