Context Matters as Racialization Evolves: Exploring Bias in Preservice Teacher Responses to Children

This study explores preservice teacher attributions to children’s behaviors portrayed in specific emotion-laden school scenarios. Participants included 178 preservice teachers from three universities. The preservice teachers viewed video vignettes of Black and White child actors in six different sch...

Full description

Saved in:
Bibliographic Details
Published in:American educational research journal 2023-12, Vol.60 (6), p.1258-1300
Main Authors: Hughes, Sherick A., Sun, Wenyang, Garner, Pamela W., Legette, Kamilah B., Halberstadt, Amy G.
Format: Article
Language:English
Subjects:
Attribution Theory
Bias
Children & youth
Preservice Teachers
Psychological Patterns
Racism
Student Behavior
Teacher education
Teacher Response
Teaching Methods
Video Technology
Vignettes
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This study explores preservice teacher attributions to children’s behaviors portrayed in specific emotion-laden school scenarios. Participants included 178 preservice teachers from three universities. The preservice teachers viewed video vignettes of Black and White child actors in six different school scenarios. Our team constructed two themes from the preservice teachers’ narratives about what they saw: (a) context matters (i.e., different scenarios activate different preservice teacher attributions), and (b) racialization evolves (i.e., preservice teachers make different attributions about Black and White boys engaged in the same behaviors). Findings underscore the importance of teacher education and professional development for novice teachers that address racial bias in attributions of student behaviors.
ISSN:0002-8312
1935-1011
DOI:10.3102/00028312231200016