Students' race and teachers' social support affect the positive feedback bias in public schools
Students' race and teachers' social support affect the positive feedback bias in public schools
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学生种族和教师社会支持影响公立学校的正反馈偏差
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
R. Ouellette
中科院分区：
文献类型：
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作者：
K. Harber;Jamie L. Gorman;Frank P. Gengaro;Samantha Butisingh;William Tsang;R. Ouellette
这项研究测试了公立学校教师是否表现出积极的反馈偏见，即白人对少数族裔的赞扬比对同等工作的白人同事的批评更多。它还测试了缺乏以学校为基础的社会支持(即来自同事和学校管理人员的支持)的教师是否更有可能表现出积极的偏见，以及积极的反馈偏见是否适用于拉美裔和黑人。来自两个人口统计学上不同的公立学区的白人中学和高中教师对一篇据称是由黑人、拉丁裔或白人学生撰写的糟糕的文章进行了反馈。黑人学生的教师表现出积极的偏见，但前提是他们缺乏以学校为基础的社会支持。拉丁裔学生的教师表现出积极的偏见，而不考虑学校的支持。这些结果表明，正反馈偏差可能是影响少数民族学生学业成绩的挑战不足的原因之一。
This research tested whether public school teachers display the positive feedback bias, wherein Whites give more praise and less criticism to minorities than to fellow Whites for equivalent work. It also tested whether teachers lacking in school-based social support (i.e., support from fellow teachers and school administrators) are more likely to display the positive bias and whether the positive feedback bias applies to Latinos as well as to Blacks. White middle school and high school teachers from 2 demographically distinct public school districts gave feedback on a poorly written essay supposedly authored by a Black, Latino, or White student. Teachers in the Black student condition showed the positive bias, but only if they lacked school-based social support. Teachers in the Latino student condition showed the positive bias regardless of school-based support. These results indicate that the positive feedback bias may contribute to the insufficient challenge that undermines minority students' academic achievement.