Các khuyến nghị về giáo dục đặc biệt có khác nhau cho học sinh Châu Á - Mỹ và học sinh Da trắng Mỹ không?

Social Psychology of Education - Tập 24 - Trang 1065-1083 - 2021
Jiaxin Jessie Wang1, Liz Redford2, Kate A. Ratliff2
1Vanderbilt University, Nashville, USA
2University of Florida, Gainesville, USA

Tóm tắt

Học sinh Châu Á - Mỹ không được đại diện đầy đủ trong giáo dục đặc biệt, đây là tình trạng đe dọa khả năng tiếp cận các nguồn lực học thuật của họ. Chúng tôi đề xuất rằng chủng tộc của học sinh có thể ảnh hưởng đến khả năng của các nhà giáo dục trong việc khuyến nghị họ nhận dịch vụ giáo dục đặc biệt. Trong hai nghiên cứu, các tham gia viên làm việc trong lĩnh vực giáo dục (tổng N = 1195) đã đọc một báo cáo hành vi quan sát thực tế và giả định mô tả một học sinh gặp khó khăn. Chủng tộc của học sinh (Da trắng hoặc Châu Á) và lĩnh vực khó khăn (Đọc hoặc Toán) đã được điều khiển giữa các đối tượng. Bất kể lĩnh vực học tập, các tham gia viên ít có khả năng khuyến nghị học sinh Châu Á - Mỹ hơn so với học sinh Da trắng Mỹ cho việc đánh giá khuyết tật học tập. Chúng tôi suy đoán rằng sự khác biệt này dựa trên những định kiến cho rằng học sinh Châu Á - Mỹ quá thành công về mặt học thuật để gặp khó khăn. Sự thiếu sót trong khuyến nghị này, nếu xảy ra trong lớp học, có thể góp phần vào sự thiếu đại diện của học sinh Châu Á - Mỹ trong giáo dục đặc biệt.

Từ khóa

#giáo dục đặc biệt #học sinh Châu Á - Mỹ #học sinh Da trắng Mỹ #khuyết tật học tập #định kiến chủng tộc

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