Work

When policy and psychology meet: Mitigating the consequences of bias in schools

Year: 2020

Type: article

Abstract: = 243 teachers) used an established paradigm to systematically test integration of two and then three policy and psychological interventions to mitigate the consequences of bias (troublemaker labeling and pattern perception) on discipline (discipline severity). Results indicate that the integrated interventions can curb teachers' troublemaker labeling and pattern prediction toward Black students who misbehave in a hypothetical paradigm. In turn, integration of the three components reduced racial inequality in teachers' discipline decisions. This research informs scientific theory, public policy, and interventions.

Source: Science Advances

DOI: 10.1126/sciadv.aba9479

Authors: Jason A. Okonofua, Amanda D. Perez, Sean Darling-Hammond

Institution: University of California, Berkeley

Language: English

Topic: Education Discipline and Inequality

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Reduced inequalities, Quality education, Peace, justice, and strong institutions

Open Access status: gold

Estimated APC paid: $4,500