View in EDS HTML Full Text PDF Full Text

Children and adolescents rectify unequal allocations of leadership duties in the classroom.

Saved in:
Bibliographic Details
Title: Children and adolescents rectify unequal allocations of leadership duties in the classroom.
Authors: Killen, Melanie (AUTHOR), Burkholder, Amanda R. (AUTHOR), Brey, Elizabeth (AUTHOR), Cooper, Dylan (AUTHOR), Pauker, Kristin (AUTHOR)
Source: Child Development. Nov2024, Vol. 95 Issue 6, p1950-1966. 17p.
Subjects: Classrooms, Duty, Leadership, Fairness, Children, Teenagers, Teachers, Ethnicity
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. [ABSTRACT FROM AUTHOR]
Copyright of Child Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 181057709
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Children and adolescents rectify unequal allocations of leadership duties in the classroom.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Killen%2C+Melanie%22">Killen, Melanie</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Burkholder%2C+Amanda+R%2E%22">Burkholder, Amanda R.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Brey%2C+Elizabeth%22">Brey, Elizabeth</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cooper%2C+Dylan%22">Cooper, Dylan</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Pauker%2C+Kristin%22">Pauker, Kristin</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Child+Development%22">Child Development</searchLink>. Nov2024, Vol. 95 Issue 6, p1950-1966. 17p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Classrooms%22">Classrooms</searchLink><br /><searchLink fieldCode="DE" term="%22Duty%22">Duty</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership%22">Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Fairness%22">Fairness</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Teenagers%22">Teenagers</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnicity%22">Ethnicity</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Child Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=181057709
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/cdev.14123
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 1950
    Subjects:
      – SubjectFull: Classrooms
        Type: general
      – SubjectFull: Duty
        Type: general
      – SubjectFull: Leadership
        Type: general
      – SubjectFull: Fairness
        Type: general
      – SubjectFull: Children
        Type: general
      – SubjectFull: Teenagers
        Type: general
      – SubjectFull: Teachers
        Type: general
      – SubjectFull: Ethnicity
        Type: general
    Titles:
      – TitleFull: Children and adolescents rectify unequal allocations of leadership duties in the classroom.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Killen, Melanie
      – PersonEntity:
          Name:
            NameFull: Burkholder, Amanda R.
      – PersonEntity:
          Name:
            NameFull: Brey, Elizabeth
      – PersonEntity:
          Name:
            NameFull: Cooper, Dylan
      – PersonEntity:
          Name:
            NameFull: Pauker, Kristin
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 11
              Text: Nov2024
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 00093920
          Numbering:
            – Type: volume
              Value: 95
            – Type: issue
              Value: 6
          Titles:
            – TitleFull: Child Development
              Type: main
ResultId 1