Leading Boldly
Leading Boldly
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大胆领导
DOI：
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
Teresa Lance
中科院分区：
文献类型：
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作者：
A. Spencer;Teresa Lance
这一章的目的绝不是要排除来自低社会经济家庭的学生入学的障碍。由于有来自低收入家庭的白人学生比来自富裕家庭的有色人种学生表现更好，所以认为收入水平而不是种族不平等是教育差距的主要变量的观点是绝对错误的。归根结底，儿童需要愿意认识到他们的信仰和观念如何阻碍每个儿童的高质量教学和学习的教育者和领导者。隐含的偏见和往往是种族主义的信念阻碍了所有学生获得高质量的学习体验。这些偏见和信念使有色人种的学生暴露在老师对学业的低期望之下。因此，作者将简要讨论白人的脆弱性和赤字思维作为改变最需要的学生的教育格局所需的障碍。
By no means does this chapter aim to exclude the impediments on students who arrive to school from low socio-economic families. As there are White students from low-income families who outperform against the norm when compared to students of color from affluent households, the notion that income level, not racial inequities, is the leading variable to educational disparities is overwhelmingly false. Ultimately, children need educators and leaders who are willing to recognize how their beliefs and perceptions impede quality teaching and learning for every child. Implicit biases and often racist beliefs prevent all students from gaining access to quality learning experiences. These biases and beliefs expose students of color to low academic expectations from their teachers. Therefore, the authors will briefly discuss White fragility and deficit thinking as barriers required to shift the educational landscape for students who need it most.