Two Strikes: Race and the Disciplining of Young Students
Two Strikes: Race and the Disciplining of Young Students
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DOI：
10.1177/0956797615570365
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发表时间：
2015-05-01
影响因子：
8.2
通讯作者：
Eberhardt, Jennifer L.
中科院分区：
文献类型：
--
作者：
Okonofua, Jason A.;Eberhardt, Jennifer L.
在美国，学校纪律中存在着巨大的种族差异，对于黑人学生来说，这不仅导致了学业失败，而且可能会导致监禁。虽然这些差异已经有了很好的记录，但其背后的心理机制尚不清楚。在两个实验中，我们测试了这样一个假设，即这种差异部分是由种族刻板印象驱动的，这种刻板印象会导致教师在多个人际关系过程中对黑人学生的负面反应升级（例如，教师对学生）的遭遇。更一般地说，我们认为，种族不仅可以影响感知者如何解释一个特定的行为，但也可以提高感知者的检测行为模式随着时间的推移。最后，我们讨论的理论和实践的好处，采用这种新的方法在一系列的现实世界的设置刻板印象。
There are large racial disparities in school discipline in the United States, which, for Black students, not only contribute to school failure but also can lay a path toward incarceration. Although the disparities have been well documented, the psychological mechanisms underlying them are unclear. In two experiments, we tested the hypothesis that such disparities are, in part, driven by racial stereotypes that can lead teachers to escalate their negative responses to Black students over the course of multiple interpersonal (e.g., teacher-to-student) encounters. More generally, we argue that race not only can influence how perceivers interpret a specific behavior, but also can enhance perceivers' detection of behavioral patterns across time. Finally, we discuss the theoretical and practical benefits of employing this novel approach to stereotyping across a range of real-world settings.