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Wylie J, Milless KL, Sciarappo J, Gantman A. The Biased Enforcement of Rarely Followed Rules. PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN 2024:1461672241252853. [PMID: 38836512 DOI: 10.1177/01461672241252853] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/06/2024]
Abstract
We examined whether the enforcement of phantom rules-frequently broken and rarely enforced codified rules-varies by the race of the rule breaker. First, we analyzed whether race affects when 311 calls, a nonemergency service, end in arrest in New York City. Across 10 years, we found that calls from census blocks of neighborhoods consisting of mostly White individuals were 65% less likely to escalate to arrest than those where White people were the numerical minority. Next, we experimentally manipulated transgressor race and found that participants (N = 393) who were high in social dominance orientation were more likely to route 311 calls to 911 when the transgressor was Black (vs. White). We also explored the subjective experience of phantom rule enforcement; People of color report they are more likely to be punished for violating phantom rules compared to White people. Overall, we find evidence of racism in the enforcement of phantom rules.
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Affiliation(s)
| | | | | | - Ana Gantman
- The Graduate Center, The City University of New York, New York City, USA
- Brooklyn College, NY, USA
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Kaufman EM, Glidden JT, Killen M. Teachers' Beliefs, Values, and Likelihood of Talking about Group-Based Discrimination. TEACHING AND TEACHER EDUCATION 2024; 139:104444. [PMID: 38800089 PMCID: PMC11127248 DOI: 10.1016/j.tate.2023.104444] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/29/2024]
Abstract
A teacher survey (N = 290) based on the social reasoning developmental model investigated (1) beliefs and values about using class time for discussing discrimination and reported frequency of discussing discrimination based on different social identities and (2) factors predicting teachers' frequency for discussing racial discrimination in the classroom. Most participants reported beliefs that all five identities were worth discussing in class, yet teachers most strongly believed that wealth, race, and native language affect students' education. Higher beliefs that prejudice can change, school support, and beliefs that race affects students' education predicted higher teacher reports for talking about racial discrimination.
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Schoneveld E, Brummelman E. "You did incredibly well!": teachers' inflated praise can make children from low-SES backgrounds seem less smart (but more hardworking). NPJ SCIENCE OF LEARNING 2023; 8:31. [PMID: 37658066 PMCID: PMC10474104 DOI: 10.1038/s41539-023-00183-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/01/2022] [Accepted: 08/18/2023] [Indexed: 09/03/2023]
Abstract
Can teachers' inflated praise make children from low socioeconomic status (SES) backgrounds seem less smart? We conducted two preregistered experiments to address this question. We used hypothetical scenarios to ensure experimental control. An experiment with primary school teachers (N = 106, ages 21-63) showed that when a child from a low-SES (vs. high-SES) background succeeded in school, teachers attributed this success more to hard work and delivered more inflated praise (e.g., "You did incredibly well!") but less modest praise (e.g., "You did well!"). An experiment with primary school children (N = 63, ages 10-13) showed that when children learned that another child received inflated praise (while an equally performing classmate received modest praise or no praise), they perceived this child as less smart but more hardworking. These studies provide converging evidence that teachers' inflated praise, although well-intentioned, can make children from low-SES backgrounds seem less smart, thereby reinforcing negative stereotypes about these children's academic abilities.
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Affiliation(s)
- Emiel Schoneveld
- Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands.
| | - Eddie Brummelman
- Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands.
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Kattoum RN, Abbood I, Huff KE, Baillie MT. Perceived Barriers to Equitable Participation in the Learning Assistant Program. JOURNAL OF CHEMICAL EDUCATION 2023; 100:2495-2503. [PMID: 37455797 PMCID: PMC10340102 DOI: 10.1021/acs.jchemed.2c00635] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/03/2022] [Revised: 05/19/2023] [Indexed: 07/18/2023]
Abstract
To build a more diverse STEM workforce, institutions seek to increase the representation of diverse groups in faculty and mentoring positions. The Learning Assistant (LA) near-peer student support program has the potential to bring diverse students into highly visible and impactful mentoring roles early in their college careers, benefiting both LAs and students in LA-supported courses. However, the demographic characteristics of potential students interested in the LA Program and the subsequent barriers to entry have yet to be investigated. This short-term longitudinal case study revealed that even though students from historically underserved groups (HUGs) started the semester equally as likely as non-HUGs to see themselves as future chemistry LAs, an inequity developed later in the semester. Similar trends were not detected based on students' gender or age group (traditional/nontraditional). Qualitative data indicated that regardless of demographic group, the most prominent barriers to students seeing themselves as future LAs include a lack of time and self-efficacy in chemistry content knowledge/social skills. The trends observed at this diverse metropolitan research institution indicate that further research is needed to find and lower barriers for students to have the opportunity to become LAs, especially those from HUGs.
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Affiliation(s)
- Ronia N. Kattoum
- Department
of Chemistry, the University of Arkansas
at Little Rock, Little
Rock, Arkansas 72022, United States
| | - Ibraheem Abbood
- Department
of Chemistry, the University of Arkansas
at Little Rock, Little
Rock, Arkansas 72022, United States
| | - Khristina E. Huff
- Department
of Chemistry, the University of Arkansas
at Little Rock, Little
Rock, Arkansas 72022, United States
| | - Mark T. Baillie
- Department
of Chemistry, the University of Arkansas
at Little Rock, Little
Rock, Arkansas 72022, United States
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Silverman DM, Rosario RJ, Wormington SV, Tibbetts Y, Hulleman CS, Destin M. Race, academic achievement and the issue of inequitable motivational payoff. Nat Hum Behav 2023; 7:515-528. [PMID: 36823370 DOI: 10.1038/s41562-023-01533-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2021] [Accepted: 01/19/2023] [Indexed: 02/25/2023]
Abstract
As racial inequities continue to pervade school systems around the world, further research is necessary to understand the factors undergirding this pressing issue. Here across three studies conducted in the United States (N = 8,293), we provide evidence that race-based differences in student achievement do not stem from a lack of motivation among Black, Latinx and Indigenous (BLI) students, but a lack of equitable motivational payoff. Even when BLI and non-BLI students have the same levels of motivation, BLI students still receive maths grades that are an average of 9% lower than those of their non-BLI peers (95% confidence interval 7 to 11%). This pattern was not explained by differences in students' aptitude, effort or prior achievement but was instead linked to teachers' diminished expectations for their BLI students' academic futures. We conclude by discussing statistical power limitations and the implications of the current findings for how researchers consider the sources of, and solutions for, educational inequity.
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Affiliation(s)
- David M Silverman
- Department of Psychology, Northwestern University, Evanston, IL, USA.
| | - R Josiah Rosario
- Department of Psychology, Northwestern University, Evanston, IL, USA
| | | | - Yoi Tibbetts
- School of Education and Human Development, University of Virginia, Charlottesville, VA, USA
| | - Chris S Hulleman
- School of Education and Human Development, University of Virginia, Charlottesville, VA, USA
| | - Mesmin Destin
- Department of Psychology, Northwestern University, Evanston, IL, USA
- School of Education & Social Policy, Northwestern University, Evanston, IL, USA
- Institute for Policy Research, Northwestern University, Evanston, IL, USA
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6
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Teachers’ conceptions of classroom justice: An empirical study. SOCIAL PSYCHOLOGY OF EDUCATION 2022. [DOI: 10.1007/s11218-022-09735-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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Davison M, Penner AM, Penner EK. Restorative for All? Racial Disproportionality and School Discipline Under Restorative Justice. AMERICAN EDUCATIONAL RESEARCH JOURNAL 2022; 59:687-718. [PMID: 36247834 PMCID: PMC9562994 DOI: 10.3102/00028312211062613] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
A growing number of schools are adopting restorative justice (RJ) practices that de–emphasize exclusionary discipline and aim for racial equity. We examine student discipline as RJ programs matured in Meadowview Public Schools from 2008 to 2017. Our difference–in–difference estimates show that students in RJ schools experienced a profound decline in their suspension rates during the first 5 years of implementation. However, the benefits of RJ were not shared by all students, as disciplinary outcomes for Black students were largely unchanged. While the overall effects of RJ in this context are promising, racial disproportionality widened. Our results suggest that the racial equity intentions of RJ may be diluted as schools integrate RJ into their existing practices.
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Safa MD, Gusman MS, Doane LD. Bicultural competence and academic adjustment across Latino youth adaptation from high school to college. Child Dev 2022; 93:1663-1679. [PMID: 35722772 DOI: 10.1111/cdev.13810] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
This study investigated the association between bicultural competence and academic adjustment (i.e., engagement, efficacy, achievement) among 193 Latino youth (65.3% female; 89.1% U.S.-born) followed from their senior high school year (Mage = 17.58 years, SD = 0.53) to their fifth college semester (2016-2019). Latent growth analyses revealed that youth's overall bicultural competence trajectory was moderately high and stable across this period. Youth who maintained or increased bicultural competence levels over time (slopes) demonstrated greater self-efficacy. Youth with greater high school bicultural competence (intercepts) demonstrated higher engagement but lower achievement. No other associations emerged. This study highlights that the promoting influence of bicultural competence may not extend to all indicators of academic adjustment but may depend upon the contexts and demands they navigate.
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Affiliation(s)
- M Dalal Safa
- Harvard University, Cambridge, Massachusetts, USA
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Destin M, Silverman DM, Rogers LO. Expanding the social psychological study of educators through humanizing principles. SOCIAL AND PERSONALITY PSYCHOLOGY COMPASS 2022. [DOI: 10.1111/spc3.12668] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Affiliation(s)
- Mesmin Destin
- Department of Psychology Northwestern University Evanston Illinois USA
- School of Education & Social Policy Northwestern University Evanston Illinois USA
- Institute for Policy Research Northwestern University Evanston Illinois USA
| | | | - Leoandra Onnie Rogers
- Department of Psychology Northwestern University Evanston Illinois USA
- Institute for Policy Research Northwestern University Evanston Illinois USA
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Rasooli A, Zandi H, DeLuca C. Measuring Fairness and Justice in the Classroom: A Systematic Review of Instruments’ Validity Evidence. SCHOOL PSYCHOLOGY REVIEW 2022. [DOI: 10.1080/2372966x.2021.2000843] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
| | - Hamed Zandi
- Institute for Advanced Studies in Basic Sciences
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