Effects of Race/Ethnicity, Gender, and Intonation on Secondary Science Teachers' Evaluation of Spoken Responses

Autor/in	Shepherd, Michael A.
Titel	Effects of Race/Ethnicity, Gender, and Intonation on Secondary Science Teachers' Evaluation of Spoken Responses
Quelle	In: Urban Education, 55 (2020) 5, S.730-752 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085916660346
Schlagwörter	Secondary School Teachers; Disproportionate Representation; Minority Group Students; Females; STEM Education; Racial Bias; Ethnicity; Gender Bias; Intonation; Language Usage; Science Teachers; Responses; African American Students; Hispanic American Students; White Students; Grade 9; Teacher Attitudes; California + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; STEM; Racial discrimination; Rassismus; Ethnizität; Geschlechterstereotyp; Sprachgebrauch; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; School year 09; 9. Schuljahr; Schuljahr 09; Lehrerverhalten; Kalifornien
Abstract	To explore the role of teachers' biases in the underrepresentation of minorities and women in STEM, 128 secondary science teachers were asked to evaluate responses spoken with either falling or rising intonation by African American, Latino, and White ninth-grade boys and girls. Responses spoken by minority students were evaluated less favorably than identically worded responses spoken by White students, and rising intonation responses were evaluated less favorably than falling intonation responses. Female speakers have been shown to use rising intonation nearly twice as often as male speakers, so this bias against rising intonation responses disproportionately affects female students (an indirect effect of gender). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01