有偏见的机会:内隐和外显偏见在大学先修和双录取中的作用

IF 2.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Evaluation and Policy Analysis Pub Date : 2023-08-28 DOI:10.3102/01623737231192487
Kaitlin P. Anderson
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引用次数: 0

摘要

黑人和拉丁裔学生在高级安置(AP)和双重入学(DE)中的代表性不足,教育工作者的隐性偏见被认为是一个潜在的因素。本研究测试了内隐和外显种族偏见的总体测量是否与AP和DE参与以及参与中的种族/民族差距有关,并控制了上下文因素。结果表明,相对于白人学生,黑人学生的隐性种族偏见和不同的AP参与之间存在关系,并暗示了黑人和白人学生之间显性种族偏见和差异的DE参与之间存在联系的证据。此外,更明显带有偏见的社区总体上AP参与度较低。讨论了学校领导对解决入学方面系统性不平等的干预措施的影响。
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Biased Opportunities: The Role of Implicit and Explicit Bias in Advanced Placement and Dual Enrollment
Black and Latinx students are underrepresented in advanced placement (AP) and dual enrollment (DE), and implicit bias of educators has been discussed as one potential contributor. This study tests whether aggregate measures of implicit and explicit racial bias are related to AP and DE participation and racial/ethnic gaps in participation, controlling for contextual factors. The results indicate a relationship between implicit racial bias and disparate AP participation for Black students relative to White students, and suggestive evidence of a relationship between explicit racial bias and disparate DE participation between Black and White students. Furthermore, more explicitly biased communities have lower AP participation overall. Implications for school leaders regarding interventions to address systemic inequities in access are discussed.
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来源期刊
Educational Evaluation and Policy Analysis
Educational Evaluation and Policy Analysis EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.60
自引率
5.90%
发文量
36
期刊介绍: Educational Evaluation and Policy Analysis (EEPA) publishes manuscripts of theoretical or practical interest to those engaged in educational evaluation or policy analysis, including economic, demographic, financial, and political analyses of education policies, and significant meta-analyses or syntheses that address issues of current concern. The journal seeks high-quality research on how reforms and interventions affect educational outcomes; research on how multiple educational policy and reform initiatives support or conflict with each other; and research that informs pending changes in educational policy at the federal, state, and local levels, demonstrating an effect on early childhood through early adulthood.
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