Children and Adolescents Rectify Unequal Allocations of Leadership Duties in the Classroom
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| Title: | Children and Adolescents Rectify Unequal Allocations of Leadership Duties in the Classroom |
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| Language: | English |
| Authors: | Melanie Killen (ORCID |
| Source: | Child Development. 2024 95(6):1950-1966. |
| Availability: | 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://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH) National Science Foundation (NSF) |
| Contract Number: | R01HD093698 1728918 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Children, Adolescents, Minority Group Students, Student Attitudes, Teacher Behavior, Student Characteristics, Race, Ethnicity, Sex, Social Bias |
| DOI: | 10.1111/cdev.14123 |
| ISSN: | 0009-3920 1467-8624 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1449727 |
| Database: | ERIC |
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| Abstract: | 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. |
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| ISSN: | 0009-3920 1467-8624 |
| DOI: | 10.1111/cdev.14123 |
