Gaps in Achievement or Opportunity? How Achievement Gap Discourse Affects Teachers’ Beliefs and Priorities

IF 1.7 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Urban Education Pub Date : 2024-09-18 DOI:10.1177/00420859241279453
Meghan Comstock
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Abstract

Education scholars argue that the term “achievement gap” promotes deficit orientations toward certain students of color, focuses the field on individualistic rather than structural sources of inequality, and narrows viable policy solutions for equity concerns. Using a randomized survey, I examine whether the term “racial opportunity gap” mitigates critiques of the achievement gap term. I find that teachers responding to this language less strongly attributed the gap to individual characteristics—student motivation, student effort, and parenting—and more strongly prioritized incorporating students’ racial/ethnic and cultural identities into instruction to address the gap than teachers responding to “racial achievement gap” language.
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成绩差距还是机会差距?成绩差距论述如何影响教师的信念和优先事项
教育学者认为,"成绩差距 "一词助长了对某些有色人种学生的赤字导向,使教育领域关注不平等的个人主义而非结构性根源,并缩小了解决公平问题的可行政策方案。通过随机调查,我研究了 "种族机会差距 "一词是否减轻了对 "成绩差距 "一词的批评。我发现,与回答 "种族成绩差距 "的教师相比,回答 "种族机会差距 "的教师较少将差距归因于个体特征--学生的学习动机、学生的努力和家长,而更多地优先考虑将学生的种族/民族和文化身份纳入教学,以解决差距问题。
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来源期刊
Urban Education
Urban Education Multiple-
CiteScore
6.30
自引率
17.40%
发文量
75
期刊介绍: Get hard-hitting, focused analyses of critical concerns facing inner-city schools in Urban Education. For almost 40 years, Urban Education has provided thought-provoking commentary on key issues from gender-balanced and racially diverse perspectives. Subjects include: •Mental health needs of urban students •Student motivation and teacher practice •School-to-work programs and community economic development •Restructuring in large urban schools •Health and social services
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