THE RACIAL STRESS OF MEMBERSHIP: DEVELOPMENT OF THE FACULTY INVENTORY OF RACIALIZED EXPERIENCES IN SCHOOLS
THE RACIAL STRESS OF MEMBERSHIP: DEVELOPMENT OF THE FACULTY INVENTORY OF RACIALIZED EXPERIENCES IN SCHOOLS
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DOI：
10.1002/pits.21693
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发表时间：
2013-06-01
影响因子：
2
通讯作者：
Stevenson, Howard C.
中科院分区：
文献类型：
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作者：
Coleman, Sherry;Stevenson, Howard C.
在以白人为主的私立学校中，有色人种教师的经验研究是有限的。本研究通过一项在线调查，探讨了不同种族背景的教师，以及他们在学校环境中对种族冲突的发起、互动和压力反应。根据种族/民族应对评估和社会化理论（重塑）模型制定了一些措施，并对339名教师参与者进行了管理。通过因素分析和相关分析，高可靠性测量的结果发现，与白人教师相比，黑人教师对学校管理种族冲突的信任度明显较低，学校成员意识较低，种族压力更大，种族社会化程度更高。通过对PWIS教师种族化经历的可靠和有效的测量，未来的研究可以更好地研究种族政治对多样性倡议的影响程度，包括教师和学生的招聘和保留，支持性的种族和知识氛围，以及组织使命和专业发展。讨论了在学校制定种族相关措施的影响。
Research on the experience of faculty of color in predominately White independent schools (PWIS) is limited. This study explored faculty of varying racial backgrounds and their initiation of, interactions with, and stress reactions to racial conflicts within the school settings using an online survey. Several measures were developed according to the Racial/Ethnic Coping Appraisal and Socialization Theory (recast) model and administered to 339 faculty participants. Using factor analytic and correlational analyses, results from the highly reliable measures found that Black faculty show significantly less trust in schools to manage racial conflict, lower sense of school membership, greater racial stress, and more racial socialization than their White counterparts do. With reliable and valid measures on the racialized experiences of faculty in PWIS, future research can ask better questions on how much racial politics influence diversity initiatives, including faculty and student recruitment and retention, supportive racial and intellectual climate, and organizational mission and professional development. Implications for the development of racially relevant measures in schools are discussed.