Racial disparities and discrimination in education: What do we know, how do we know it, and what do we need to know?
Racial disparities and discrimination in education: What do we know, how do we know it, and what do we need to know?
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DOI：
10.1111/1467-9620.00279
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发表时间：
2003-08-01
影响因子：
1
通讯作者：
Farkas, G
中科院分区：
文献类型：
--
作者：
Farkas, G
本文回顾了我们对教育中的种族差异的了解，特别关注那些可能归因于歧视的差异。实证研究发现，平均而言，非裔美国人、拉丁裔美国人和美洲印第安人的孩子在进入幼儿园或一年级时，口语、阅读和数学技能水平较低，常识水平也较低，比白人和亚裔美国人的孩子要低。据报道，非裔美国人、拉丁裔美国人和美国印第安人的孩子也表现出不太适合学校学习环境的行为。据估计，至少有一半，甚至更多的黑人在12年级学业成绩上的差距将会改变。如果我们能消除黑人和白人在入学时的表现差距，就会被消除。其余的成绩差距发生在一年级到十二年级。正是在这里，研究人员寻找了教师和学校管理人员的歧视。他们特别寻找了对少数民族学生不利的课程跟踪安排，这些课程根据他们之前的表现进行了调整。他们也在寻找这种可能性。教师对少数民族学生的期望较低，对他们的鼓励也较少。关于这些问题的证据是混杂的。有人建议，在学校行政人员和教师的合作下，可以利用当地行政数据和参与者观察方法，对这些问题进行针对地区的研究。
This paper reviews what we have learned about racial discrepancies in education, with particular attention to those that might be attributable to discrimination. Empirical studies have found that, on average, African American, Latina, and American Indian children arrive at kindergarten or first grade with lower levels of oral language, prereading, and premathematics skills, as well as lesser general knowledge, than that possessed by While and Asian American children. African American, Latino, and American Indian children are also reported to display behaviors less well suited to the school's learning environment. It has been estimated that at least half, and probably more, of the Black-While gap in twelfth-grade academic achievement would. be eliminated if we could eliminate the Black-White performance gap at school entry. The remainder of the performance gap occur's during grades one through twelve. It is here that researchers have looked for discrimination by teachers and school administrators. In particular, they have looked for curricular track placements that, adjusting for prior performance, are disadvantageous for ethnic minority students. They have also looked for the possibility that. teachers hold lower expectations for and are less encouraging to, minority students. The evidence on these matters is mixed. It is suggested that, with the cooperation of school administrators and teachers, district-specific studies of these issues might be undertaken, using both local administrative data and participant-observational methods.