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Title: Children and Adolescents Rectify Unequal Allocations of Leadership Duties in the Classroom
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.  more » « less
Award ID(s):
1728918
PAR ID:
10534709
Author(s) / Creator(s):
; ; ; ;
Publisher / Repository:
Wiley Blackwell Publishers
Date Published:
Journal Name:
Child Development
ISSN:
0009-3920
Subject(s) / Keyword(s):
Classroom resource allocations, Teacher bias, Social inequalities, Moral cognition
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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