Racial Mismatch in the Classroom
Racial Mismatch in the Classroom
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课堂上的种族不匹配
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
J. Reynolds
中科院分区：
文献类型：
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作者：
P. McGrady;J. Reynolds
先前的研究表明，同一种族和民族的老师教的学生比不同种族/民族的老师教的学生得到更多的积极行为评价。许多研究人员认为，这些发现证明，教师(主要是白人教师)存在种族偏见，因为种族刻板印象导致的偏好将一些群体描绘成比另一些群体更以学术为导向。这项研究的大部分是基于对黑人和白人学生和教师的比较，并没有直接测试其他非白人学生在非白人教师的指导下是否表现更好。在2002年的教育纵向研究中，对亚裔、黑人、西班牙裔和白人10年级学生的分析证实，错配的影响往往取决于教师和学生的种族/民族地位，控制了学校和学生的各种特征。在有白人老师的学生中，亚裔学生的看法通常比白人学生更积极，而黑人学生的看法更负面。白人教师对拉美裔学生的看法通常与白人学生没有什么不同。对坡度的事后估计比较表明，亚裔学生(在感知上)受益于拥有白人教师，但他们揭示的令人惊讶的是，黑人学生受益于(同样，在感知上)更多非白人教师的例子少之又少。
Previous research demonstrates that students taught by teachers of the same race and ethnicity receive more positive behavioral evaluations than students taught by teachers of a different race/ethnicity. Many researchers view these findings as evidence that teachers, mainly white teachers, are racially biased due to preferences stemming from racial stereotypes that depict some groups as more academically oriented than others. Most of this research has been based on comparisons of only black and white students and teachers and does not directly test if other nonwhite students fare better when taught by nonwhite teachers. Analyses of Asian, black, Hispanic, and white 10th graders in the 2002 Education Longitudinal Study confirm that the effects of mismatch often depend on the racial/ethnic statuses of both the teacher and the student, controlling for a variety of school and student characteristics. Among students with white teachers, Asian students are usually viewed more positively than white students, while black students are perceived more negatively. White teachers’ perceptions of Hispanic students do not typically differ from those of white students. Postestimation comparisons of slopes indicate that Asian students benefit (perceptionwise) from having white teachers, but they reveal surprisingly few instances when black students would benefit (again, perceptionwise) from having more nonwhite teachers.