Work

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

Year: 2024

Type: article

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.

Source: Child Development

DOI: 10.1111/cdev.14123

Authors: Melanie Killen, Amanda R Burkholder, Elizabeth Brey, Dylan Cooper, Kristin Pauker

Institutions: University of Maryland, College Park, Furman University, Education Northwest, University of Hawaiʻi at Mānoa

Language: English

Topic: Social and Intergroup Psychology

Subfield: Sociology and Political Science

Field: Social Sciences

Domain: Social Sciences

SDGs: Reduced inequalities, Quality education

Open Access status: hybrid

Estimated APC paid: $4,070