Racial disparities in school-based disciplinary actions are associated with county-level rates of racial bias
Racial disparities in school-based disciplinary actions are associated with county-level rates of racial bias
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DOI：
10.1073/pnas.1808307116
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发表时间：
2019-04-23
影响因子：
11.1
通讯作者：
Sinclair, Stacey
中科院分区：
文献类型：
--
作者：
Riddle, Travis;Sinclair, Stacey
在美国，黑人和白色学生之间的教育成果存在巨大差距。最近，越来越多的注意力集中在黑人和白色学生受到纪律处分的比率上，发现黑人学生更有可能被视为有问题，更有可能因为同样的罪行而受到惩罚。虽然这些差异表明种族偏见是一个贡献者，但以前的研究没有显示出偏见和纪律结果的心理测量的关联。我们表明，县级估计的种族偏见，使用约160万访问者的数据来衡量项目隐含的网站，与种族学科的差异在美国约96,000所学校，覆盖约3200万白色和黑人学生。这些关联并没有延伸到性偏见，显示了效果的特异性。这些研究结果表明，承认教育中的种族偏见和种族差异可能是解决这两种社会弊病的重要一步。
There are substantial gaps in educational outcomes between black and white students in the United States. Recently, increased attention has focused on differences in the rates at which black and white students are disciplined, finding that black students are more likely to be seen as problematic and more likely to be punished than white students are for the same offense. Although these disparities suggest that racial biases are a contributor, no previous research has shown associations with psychological measurements of bias and disciplinary outcomes. We show that county-level estimates of racial bias, as measured using data from approximately 1.6 million visitors to the Project Implicit website, are associated with racial disciplinary disparities across approximately 96,000 schools in the United States, covering around 32 million white and black students. These associations do not extend to sexuality biases, showing the specificity of the effect. These findings suggest that acknowledging that racial biases and racial disparities in education go hand-in-hand may be an important step in resolving both of these social ills.