"Achievement Gap" Language Affects Teachers' Issue Prioritization

Autor/inn/en	Quinn, David M.; Desruisseaux, Tara-Marie; Nkansah-Amankra, Akua
Titel	"Achievement Gap" Language Affects Teachers' Issue Prioritization
Quelle	In: Educational Researcher, 48 (2019) 7, S.484-487 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X19863765
Schlagwörter	Achievement Gap; Racial Differences; Educational Policy; Equal Education; Teacher Attitudes; Knowledge Level; Language Usage; Needs Assessment + Suchen Sie Ihr Suchwort? Rassenunterschied; Politics of education; Bildungspolitik; Lehrerverhalten; Wissensbasis; Sprachgebrauch; Bedarfsermittlung
Abstract	The term "achievement gap" is regularly used to describe between-group differences in educational outcomes. However, critics of the term argue that it implies the problem is merely one of student performance and may depress support for policies aimed at structural solutions. We hypothesized that the phrase "racial achievement gap" would elicit lower levels of issue prioritization than the phrase "racial inequality in educational outcomes" due to the latter's connotations of social justice. In a randomized survey experiment with a national teacher sample (N = 1,549), our hypothesis was confirmed. However, language did not affect teachers' explanations for existing academic outcome disparities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01