Implicit Bias in the Era of Social Desirability: Understanding Antiblackness in Rehabilitative and Punitive School Discipline
Implicit Bias in the Era of Social Desirability: Understanding Antiblackness in Rehabilitative and Punitive School Discipline
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DOI：
10.1007/s11256-019-00512-7
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发表时间：
2019-04
期刊：
影响因子：
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通讯作者：
Olivia Marcucci
中科院分区：
文献类型：
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作者：
Olivia Marcucci
最近的研究表明，教师的内隐偏见可能会影响学校的纪律，但没有明确的纪律。本研究考察了内隐偏见是否会影响7种离散类型的纪律处分决定，从惩罚性到康复性。一项以种族启动为特征的调查对教师进行了管理（n = 287）。结果表明，内隐种族加工对惩罚性纪律处分决定的影响大于康复性纪律处分决定。有趣的是，老师对白色学生更严厉，这与我们所知道的反黑人的隐性偏见和纪律上的种族差异是违反直觉的。结果表明，社会期望是一个强大的力量，试图推翻反黑人偏见在某些情况下，但可能会导致有害的降低对黑人学生的期望。
Recent research provides evidence that teachers’ implicit bias may impact school discipline but has poorly defined discipline. This research examines if implicit bias impacts 7 discrete types of disciplinary decisions, ranging from punitive to rehabilitative. A survey featuring racial priming was administered to teachers (n = 287). Results suggest that implicit racial processing has more impact on punitive disciplinary decisions over rehabilitative ones. Interestingly, teachers were harsher against White students, which is counterintuitive to what we know about anti-Black implicit bias and racial disparities in discipline. Results suggests that social desirability is a powerful force that attempts to override anti-Black bias in certain contexts but could lead to a harmful lowering of expectations for Black students.