Experimental Effects of “Achievement Gap” News Reporting on Viewers’ Racial Stereotypes, Inequality Explanations, and Inequality Prioritization
Experimental Effects of “Achievement Gap” News Reporting on Viewers’ Racial Stereotypes, Inequality Explanations, and Inequality Prioritization
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DOI：
10.3102/0013189x20932469
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发表时间：
2020-06
影响因子：
8.2
通讯作者：
David M. Quinn
中科院分区：
文献类型：
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作者：
David M. Quinn
“成就差距”长期以来一直主导着有关种族和教育的主流对话。一些学者警告说，有关种族差距的讨论延续了刻板印象，并促使采用基于赤字的解释，而这些解释未能认识到结构性不平等的作用。我通过三个随机实验进行调查。结果表明，有关种族成绩差距的电视新闻报道（与对照或反刻板印象视频相比）导致观众对美国黑人表达出更夸张的刻板印象，认为其缺乏教育（研究 1 效应量 = 0.30 SD；研究 2 效应量 = 0.38 SD），并可能增加观众对黑人学生能力不如白人学生的内隐刻板印象（研究 1 效应量 = 0.22 SD；研究 2 效应量 = 0.12）标准差，纳秒）。该视频并没有影响观众与能力相关的明确种族成见、他们对成就不平等的解释，也没有影响他们对结束成就不平等的优先考虑。两周后，对刻板印象夸大的影响逐渐消失。未来的研究应该探讨我们如何最有效地构建种族教育不平等。
The “achievement gap” has long dominated mainstream conversations about race and education. Some scholars warn that the discourse around racial gaps perpetuates stereotypes and promotes the adoption of deficit-based explanations that fail to appreciate the role of structural inequities. I investigate through three randomized experiments. Results indicate that a TV news story about racial achievement gaps (vs. a control or counterstereotypical video) led viewers to express more exaggerated stereotypes of Black Americans as lacking education (Study 1 effect size = .30 SD; Study 2 effect size = .38 SD) and may have increased viewers’ implicit stereotyping of Black students as less competent than White students (Study 1 effect size = .22 SD; Study 2 effect size = .12 SD, ns). The video did not affect viewers’ explicit competence-related racial stereotyping, the explanations they gave for achievement inequalities, or their prioritization of ending achievement inequalities. After 2 weeks, the effect on stereotype exaggeration faded. Future research should probe how we can most productively frame educational inequality by race.