The Yale researchers noted prior studies have established that implicit biases are pervasive across all people and institutions of society. "The tendency to base classroom observation on the gender and race of the child may explain in part why those children are more frequently identified as misbehaving and hence why there is a racial disparity in discipline," added Gilliam, one of five researchers who conducted what is thought to be the first such study of its type. Gilliam, Director of The Edward Zigler Center in Child Development and Social Policy and Associate Professor of Child Psychiatry and Psychology at the Yale Child Study Center. White educators, by contrast, may be acting on a stereotype that black preschoolers are more likely to misbehave in the first place, so they judge them against a different, more lenient standard than what they're applying to white children.ĭiscipline data collected from the nation's public schools shows that black and Latino students are suspended and expelled at much higher rates than white students "so we set out to examine whether implicit biases in early education staff may be a contributory factor," observed Dr. While the study did not explore why this difference in attitude exists, the researchers speculated that black educators may be demonstrating "a belief that black children require harsh assessment and discipline to prepare them for a harsh world." The research, by the Yale Child Study Center within the Yale School of Medicine, used sophisticated eye-tracking technology and found that preschool teachers "show a tendency to more closely observe blacks and especially black boys when challenging behaviors are expected."īut at the same time, black teachers hold black students to a higher standard of behavior than do their white counterparts, the researchers found. A first-of-its-kind research study has found that preschool teachers and staff show signs of implicit bias in administering discipline, but the race of the teacher plays a big role in the outcome.
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