Effects of Ethnicity and Gender on Teachers’ Evaluation of Students’ Spoken Responses
Effects of Ethnicity and Gender on Teachers’ Evaluation of Students’ Spoken Responses
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种族和性别对教师对学生言语反应评价的影响
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
Michael A. Shepherd
中科院分区：
文献类型：
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作者：
Michael A. Shepherd
为了更新和扩展对教师对不同社会文化群体学生的期望的研究，57名黑人，白色，亚洲和西班牙裔教师被要求评估黑人，白色和西班牙裔2年级和3年级男孩和女孩的反应。结果表明，少数民族男孩，少数民族女孩，和白色男孩的反应被认为是口语的评价不如由白色女孩认为同样措辞的反应。这表明教师对少数民族学生和男孩的期望相对较低。所有社会文化群体的教师证明了这种期望，但黑人和西班牙裔教师更强烈。
To update and extend research on teachers’ expectations of students of different sociocultural groups, 57 Black, White, Asian, and Hispanic teachers were asked to evaluate responses spoken by Black, White, and Hispanic 2nd- and 3rd-grade boys and girls. The results show that responses perceived as spoken by minority boys, minority girls, and White boys were evaluated less favorably than identically worded responses perceived as spoken by White girls. This suggests that teachers hold relatively low expectations of minority students and of boys. Teachers of all sociocultural groups evidenced such expectations, but Black and Hispanic teachers more strongly.