Context Matters as Racialization Evolves: Exploring Bias in Preservice Teacher Responses to Children

Autor/inn/en	Hughes, Sherick A.; Sun, Wenyang; Garner, Pamela W.; Legette, Kamilah B.; Halberstadt, Amy G.
Titel	Context Matters as Racialization Evolves: Exploring Bias in Preservice Teacher Responses to Children
Quelle	In: American Educational Research Journal, 60 (2023) 6, S.1258-1300 (43 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sun, Wenyang) ORCID (Legette, Kamilah B.) ORCID (Halberstadt, Amy G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/00028312231200016
Schlagwörter	Racism; Preservice Teachers; Student Behavior; Teacher Response; Psychological Patterns; Video Technology; Vignettes; Teaching Methods; Attribution Theory + Suchen Sie Ihr Suchwort? Rassismus; Student behaviour; Schülerverhalten; Lehrerkommentar; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study explores preservice teacher attributions to children's behaviors portrayed in specific emotion-laden school scenarios. Participants included 178 preservice teachers from three universities. The preservice teachers viewed video vignettes of Black and White child actors in six different school scenarios. Our team constructed two themes from the preservice teachers' narratives about what they saw: (a) context matters (i.e., different scenarios activate different preservice teacher attributions), and (b) racialization evolves (i.e., preservice teachers make different attributions about Black and White boys engaged in the same behaviors). Findings underscore the importance of teacher education and professional development for novice teachers that address racial bias in attributions of student behaviors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01