ERIC Number: EJ1449727
Record Type: Journal
Publication Date: 2024-Nov
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0009-3920
EISSN: EISSN-1467-8624
Children and Adolescents Rectify Unequal Allocations of Leadership Duties in the Classroom
Child Development, v95 n6 p1950-1966 2024
Little is known about how children and adolescents evaluate unequal teacher allocations of leadership duties based on ethnicity-race and gender in the classroom. U.S. boys and girls, White (40.7%), Multiracial (18.5%), Black/African American (16.0%), Latine (14.2%), Asian (5.5%), Pacific Islander (0.4%), and other (4.7%) ethnic-racial backgrounds, 8-14 years, N = 275, evaluated teacher allocations of high-status leadership positions favoring specific ethnic-racial or gender groups during 2018-2021. Adolescents, more than children, negatively evaluated unequal teacher allocations of leadership duties that resulted in group-based inequalities, expected peers who shared the identity of a group disadvantaged by the teacher's allocation to view it more negatively than others, and rectified inequalities. Understanding perceptions of teacher-based bias provides an opportunity for interventions designed to create fair and just classrooms that motivate all students to achieve.
Descriptors: Children, Adolescents, Minority Group Students, Student Attitudes, Teacher Behavior, Student Characteristics, Race, Ethnicity, Sex, Social Bias
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH); National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: R01HD093698; 1728918