Examining How White Teachers' Interracial Contact Experiences Shape Their Self-Efficacy and School Choices

被引：0
作者：
Doyle, Lewis [1 ,2 ,4 ]
Tropp, Linda R. [3 ,5 ]
Easterbrook, Matthew J. [1 ,6 ]
机构：
[1] Univ Sussex, Brighton, E Sussex, England
[2] Univ Poitiers, Poitiers, France
[3] Univ Massachusetts Amherst, Amherst, MA USA
[4] Univ Sussex, Sch Psychol, Pevensey 1 Bldg, Falmer BN1 9QH, England
[5] Univ Massachusetts Amherst, Dept Psychol & Brain Sci, publ policy, 135 Hicks Way,Tobin Hall, Amherst, MA 01003 USA
[6] Univ Sussex, Sch Psychol, social psychol, Pevensey 1 Bldg, Falmer BN1 9QH, England
来源：
EDUCATIONAL RESEARCHER | 2025年
关键词：
correlational analysis; disparities; diversity; equity; experimental design; experimental research; intergroup contact; interracial friendships; psychology; race; racial inequality; regression analyses; school choice; social justice; teacher bias; teacher self-efficacy; INTERGROUP CONTACT; EXPECTATIONS; ATTITUDES; MINORITY; STUDENTS; MAJORITY;
D O I：
10.3102/0013189X251322791
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Racial inequalities in education may be exacerbated by teachers' lack of confidence about working with students from racial and ethnic backgrounds different to their own. Although intergroup contact experiences typically enhance people's self-efficacy about navigating cross-group interactions, very little work has explored such trends among teachers. Across two cross-sectional studies and one preregistered repeated measures experiment (N = 1,608), we reveal that (a) White teachers' interracial contact experiences predicted a stronger sense of self-efficacy about cross-race engagement; (b) White teachers generally showed a preference for working in a majority-White school compared to a majority-Black school, but this bias was attenuated by teachers' interracial contact experiences; and (c) the link between cross-race friendships and desire to work in the majority-Black school was mediated by a greater sense of self-efficacy.
引用
收藏
页数：11
相关论文
共 53 条
  • [1] Allport G.W., The nature of prejudice, (1954)
  • [2] Anderson E., The cosmopolitan canopy: Race and civility in everyday life, (2011)
  • [3] Anderson-Clark T.N., Green R.J., Henley T.B., The relationship between first names and teacher expectations for achievement motivation, Journal of Language and Social Psychology, 27, 1, pp. 94-99, (2008)
  • [4] Bagci S.C., Cameron L., Turner R.N., Morais C., Carby A., Ndhlovu M., Leney A., Cross-ethnic friendship self-efficacy: A new predictor of cross-ethnic friendships among children, Group Processes & Intergroup Relations, 23, 7, pp. 1049-1065, (2020)
  • [5] Battey D., Leyva L.A., Williams I., Belizario V.A., Greco R., Shah R., Racial (mis)match in middle school mathematics classrooms: Relational interactions as a racialized mechanism, Harvard Educational Review, 88, 4, pp. 455-482, (2018)
  • [6] Boyd D., Lankford H., Loeb S., Wyckoff J., Analyzing the determinants of the matching of public school teachers to jobs: Disentangling the preferences of teachers and employers, Journal of Labor Economics, 31, 1, pp. 83-117, (2013)
  • [7] Brown R., Hewstone M., An integrative theory of intergroup contact, Advances in Experimental Social Psychology, 37, 37, pp. 255-343, (2005)
  • [8] Copur-Gencturk Y., Cimpian J.R., Lubienski S.T., Thacker I., Teachers’ bias against the mathematical ability of female, Black, and Hispanic students, Educational Researcher, 49, 1, pp. 30-43, (2020)
  • [9] Crowne D.P., Marlowe D., A new scale of social desirability independent of psychopathology, Journal of Consulting Psychology, 24, pp. 349-354, (1960)
  • [10] Davies K., Tropp L.R., Aron A., Pettigrew T.F., Wright S.C., Cross-group friendships and intergroup attitudes: A meta-analytic review, Personality and Social Psychology Review, 15, 4, pp. 332-351, (2011)
123456