Literaturnachweis - Detailanzeige
| Autor/inn/en | Grays, Ashley; Moise, Danica; Moore, Erika; Young, Fanica; Wilder, Tahnee |
|---|---|
| Titel | Why Are We Whispering? Addressing Implicit Bias in K-12 Education |
| Quelle | In: SRATE Journal, 32 (2023) 1, (9 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1068-1752 |
| Schlagwörter | Racism; Elementary Secondary Education; Equal Education; African American Students; Teacher Attitudes; Racial Attitudes; Elementary School Teachers; Secondary School Teachers; School Desegregation; Desegregation Litigation; Outcomes of Education |
| Abstract | Efforts such as the "Brown v. Board of Education" (1954) have focused on providing an equitable education for Black students. However, educational inequality for marginalized and underrepresented students continues to persist. Education experiences for black students are impacted significantly by implicit bias. The purpose of this article is to discuss the impact of teachers' implicit bias on Black students in classrooms. The article concludes with research-based strategies for K-12 education to mitigate the effects of implicit bias by teaching educators how to identify their own implicit bias, building a supportive school culture, and co-learning opportunities. (As Provided). |
| Anmerkungen | Southeastern Regional Association of Teacher Educators. Web site: http://www.srate.org/journal.html |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
