![]() ![]() In assessing black children's misbehavior, white educators almost seemed to accept "that this was normal behavior, and this was not normal behavior," said Gilliam. While black educators upheld stern - perhaps unrealistically stern - expectations of black preschoolers' behavior, he said, the white educators seemed to have far lower expectations. This pattern, said Gilliam, suggests two very different assumptions about race and child behavior on the part of white and black educators. The study's white educators rated the severity of the child's disruptive behavior very low when they believed the student was black, and judged it more severely when they believed the child was white. Here, Gilliam and his colleague found a surprising trend: Black educators were sterner in their judgment of such disruptive behavior on the part of a black child than if it was attributed to a white child. On a five-point scale, the educators then rated the severity of the misbehavior and the likelihood that they would recommend suspension or expulsion. The researchers manipulated teachers' beliefs about the child's gender and race using different names, such as DeShawn or Latoya to suggest a black boy or girl, and Jake and Emily to suggest a white boy or girl. ![]() In the study's second part, educators read vignettes detailing a child's pattern of extremely disruptive behavior. And black teachers were even more vigilant about their young black charges than were white teachers: Compared to white study participants, black subjects spent more time gazing at black boys and less time gazing at other children. As a group, the teachers spent more time watching the videotaped activity of the black male student than any of the others. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |