When policy and psychology meet: Mitigating the consequences of bias in schools
| Autor: | Jason A. Okonofua, Sean Darling-Hammond, Amanda D. Perez |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
Multidisciplinary
Inequality media_common.quotation_subject 05 social sciences Psychological intervention SciAdv r-articles Social Sciences 050301 education Public policy Pattern perception Scientific theory Racism 050105 experimental psychology Psychological Science Test (assessment) Unemployment ComputingMilieux_COMPUTERSANDSOCIETY 0501 psychology and cognitive sciences Reduced Inequalities Psychology 0503 education Social psychology Research Articles Research Article media_common |
| Zdroj: | Science advances, vol 6, iss 42 Science Advances |
| Popis: | This research explores a previously unidentified integration of approaches to mitigate racial inequity in teachers’ discipline decisions. Harsh exclusionary discipline predicts major negative life outcomes, including adult incarceration and unemployment. This breeds racial inequality because Black students are disproportionately at risk for this type of discipline. Can a combination of policy and psychological interventions reduce this kind of discipline and mitigate this inequality? Two preregistered experiments (Nexperiment1 = 246 teachers; Nexperiment2 = 243 teachers) used an established paradigm to systematically test integration of two and then three policy and psychological interventions to mitigate the consequences of bias (troublemaker labeling and pattern perception) on discipline (discipline severity). Results indicate that the integrated interventions can curb teachers’ troublemaker labeling and pattern prediction toward Black students who misbehave in a hypothetical paradigm. In turn, integration of the three components reduced racial inequality in teachers’ discipline decisions. This research informs scientific theory, public policy, and interventions. |
| Databáze: | OpenAIRE |
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