| Autor: |
White, Holly, Mulligan, Kaitlin, Shah, Priti, Osborne, Jahla |
| Rok vydání: |
2022 |
| Předmět: |
|
| DOI: |
10.17605/osf.io/cb46w |
| Popis: |
Frameworks such as Sternberg’s (2018) triangular theory of creative giftedness posit the role of defiant behavior in creativity. This sort of creative potential is not always recognized as such, especially in the context of a children’s classroom wherein behaviors like non-conformity and questioning the status quo may be seen as disruptive. Previous research suggests that people differ in their reactions to, and perceptions of, mildly disruptive behavior of children as depicted in hypothetical classroom scenarios. In one study, mildly disruptive classroom behavior, such as that typical of children with Attention Deficit Hyperactivity Disorder or ADHD, was rated more negatively when displayed by a Black male child compared to a White male child. Race bias of this sort may be driven by a “violent black male” stereotype that may increase the tendency to interpret negative behavior as more negative when expressed by a Black male compared to a White peer. The current project will investigate the possibility of race bias in the perception of mildly disruptive behavior that is characteristic of creative defiance. |
| Databáze: |
OpenAIRE |
| Externí odkaz: |
|
