Doctoral Dissertation Research: Detained Potential-Associative Stigma as a Core Mechanism Behind Educational Inequality for Children of Incarcerated Parents

教育不平等是美国生活中一个长期存在的问题。研究教育和代际流动性的研究集中在分析社会阶级，种族和民族如何塑造教育轨迹。虽然父母被监禁是可能造成教育不平等的另一个特征，但它被广泛忽视。该项目将考虑父母被监禁的耻辱是否以及如何通过对教师的不同期望和待遇而助长不平等。教师在学校的期望和行为对教育成就和成就有影响，而教育成就和成就又决定了青年人进入成年和劳动力市场的机会和轨迹。这些影响对收入、社会阶层、福祉和健康产生长期影响。了解耻辱感如何影响教师对父母被监禁的学生的评估和对学生学业的评价，将通过将父母被监禁纳入对教育不平等的关键决定因素的分析来推进研究。该项目的调查结果将为学校干预措施提供信息，并影响教师培训，以支持教育平等和向上流动，从而促进美国的繁荣。教育不平等限制了向上流动，而父母入狱的耻辱感可能会影响教师的期望和行为，进而影响学生的成绩和成就。为了探讨污名化在教师对青少年及其工作的评估中的作用，本项目将采用实验设计。850名高中教师将收到一份学生传记，随机分配父母监禁状态：父亲，母亲，或没有。然后，他们将完成一系列与学生的学术技能和行为有关的任务。参与者将对学生的写作样本进行评分和反馈，并评估学生的能力。然后，参与者将回答有关学生行为事件的问题，并制定行为管理计划。最后，参与者将回答一系列关于他们自己和实验的问题。该实验将创建用于分析的定性和定量数据。定量数据，包括写作成绩，反馈的长度，学生能力的评估，和行为反应的问题，将使用t检验和回归分析，比较干预组，父亲和母亲的监禁，没有父母监禁的对照组。定性数据将使用一般归纳法进行分析，以探索干预组和对照组之间的音调，纹理和风格的差异。该项目的研究结果将为污名的社会心理学理论提供信息，并为与教育不平等和社会流动性相关的社会学理论提供信息。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

Educational inequality is a persistent issue in American life. Research examining education and intergenerational mobility has concentrated on analyzing how social class, race, and ethnicity shape educational trajectories. While parental incarceration is another characteristic that may shape educational inequality, it has been widely been ignored. This project will consider whether and how the stigma of parental incarceration contributes to inequality through differential teacher expectations and treatment. Teacher expectations and behaviors in school have implications for educational achievement and attainment, which structure the opportunities and trajectories of youth as they move into adulthood and the labor market. These implications have long-term consequences for income, social class, wellbeing, and health. Understanding how stigma affects teachers’ assessments of students of incarcerated parents and evaluations of student school work will advance research by incorporating parental incarceration into analysis of the key determinants of educational inequality. Findings from the project will inform interventions in schools and influence training of teachers, so as to support educational equality and upward mobility, thus advancing American prosperity.Educational inequality limits upward mobility, and the stigma of parental incarceration may influence teachers’ expectations and behaviors, which in turn influence student achievement and attainment. To explore the role of stigma in teachers’ assessments of youth and their work, this project will employ an experimental design. Eight hundred and fifty high school teachers will receive a student biography with randomly assigned parental incarceration status: paternal, maternal, or none. Then they will complete a series of tasks that relate to student academic skills and behaviors. Participants will grade and provide feedback on the student’s writing sample and evaluate the student’s competency. Then, participants will respond to questions about student behavioral incidents and create behavioral management plans. Finally, participants will respond to a series of questions about themselves and the experiment. This experiment will create qualitative and quantitative data for analysis. The quantitative data, including the writing score, length of feedback, assessment of student competency, and behavioral response questions, will be analyzed using t-tests and regression to compare the intervention groups, paternal and maternal incarceration, to the control group of no parental incarceration. The qualitative data will be analyzed using a general inductive method to explore differences in the tone, texture, and style between the intervention groups and control group. Findings from the project will inform social psychological theories of stigma, and inform sociological theories related to educational inequality and social mobility.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.