Literaturnachweis - Detailanzeige
| Autor/in | Ispa-Landa, Simone |
|---|---|
| Titel | Persistently Harsh Punishments amid Efforts to Reform: Using Tools from Social Psychology to Counteract Racial Bias in School Disciplinary Decisions |
| Quelle | In: Educational Researcher, 47 (2018) 6, S.384-390 (7 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Ispa-Landa, Simone) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-189X |
| DOI | 10.3102/0013189X18779578 |
| Schlagwörter | Punishment; Discipline; Racial Bias; Educational Change; Social Psychology; Perspective Taking; Empathy; Teachers; Developmentally Appropriate Practices |
| Abstract | In response to concerns about overly harsh and racially inequitable school discipline, schools have introduced disciplinary reforms. However, even in schools where these reformative programs are present, many students continue to be subject to developmentally inappropriate discipline and striking racial gaps in disciplinary outcomes persist. Teachers' implicit racial bias likely contributes to racial disparities in school discipline. In this article, I highlight two social psychological skills--perspective-taking and individuating--that have been found to reduce the effects of implicit bias in nonschool settings. I suggest that if developed in educators, these social psychological skills could also help reduce racial disparities in school discipline. I discuss implications for future research and policy. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
