【兰德】K-12公立学校反偏见教育的实施-2024.10_194页_2mb

Summary of "The Implementation of Anti-Bias Education in K-12 Public Schools" by Ashley Woo

Core Content

This dissertation explores the implementation of Anti-Bias Education (ABE) in K-12 public schools across the United States. ABE is an educational approach that emphasizes students' positive social identity formation, their ability to interact with diverse groups, understanding of bias and systemic inequities, and the capacity to act against injustice and discrimination. The study is grounded in the increasing diversity of the U.S. student population and the need for equitable learning environments that support all students in realizing their full potential.

Main Findings

Prevalence of ABE Implementation

• Before state restrictions: About 75% of teachers reported providing ABE.
• One year after restrictions: This percentage declined to 62%.
• Teachers who were Black, female, novice, ELA, elementary, or in urban schools were more likely to provide ABE prior to state restrictions.
• Many differences in ABE provision by teacher characteristics diminished after restrictions.

Instructional Materials and Approaches

• Teachers used a wide variety of materials, including those they created themselves or found independently.
• In Spring 2022, teachers were most likely to find their own materials and least likely to have access to school or district-provided materials.
• Use of instructional materials specifically designed for ABE was relatively rare.

Teacher Support and Preparedness

• More than half of teachers felt their school- or district-required curriculum did not adequately address anti-bias topics.
• Teachers preferred more support from their school or district to address ABE.
• Professional learning opportunities were often lacking, and teachers' beliefs and feelings of preparedness were associated with their ABE implementation.
• Teachers were most likely to report alignment of school policies with ABE goals, but least likely to have access to data-driven supports for continuous improvement.

Case Study: East Charter Middle School

• ABE was positioned as a core pillar of the school's model.
• The school implemented numerous systems and supports to foster ABE.
• Staff, students, and families felt the model fostered comfort with diversity and empowered students to be themselves and engage in social change.

Key Challenges and Implications

Challenges

• Disconnection between school systems and initiatives led to implementation challenges for teachers.
• Reliance on individual capacities without organizational support can result in inconsistent implementation and vulnerability to staff turnover.
• Segregation (both historical and recent) limits meaningful intergroup interactions, exacerbating stereotype threat and educational inequities.
• Cultural mismatch between minoritized students and mainstream schooling leads to reduced engagement and diminished communication.
• Racial erasure and color-blind racism prevent educators from addressing systemic biases and inequities.

Implications for Policy and Practice

• Develop a clear, shared definition of ABE to guide implementation.
• Identify and support high-quality, evidence-based instructional materials for ABE.
• Build institutionalized routines to develop capacity for ABE across the school community.
• Integrate ABE more deeply into academic instruction and ensure coherence with other school initiatives.

Conclusion

The dissertation highlights the importance of ABE in addressing systemic inequities and fostering inclusive learning environments. It provides an evidence base for policymakers, curriculum developers, and school leaders to enhance ABE implementation. By understanding the challenges and supports needed, stakeholders can work toward more equitable educational outcomes for all students, especially those from historically minoritized groups.

Key Information

• Research Context: The U.S. student population is becoming increasingly diverse in terms of race, ethnicity, gender identity, sexual orientation, and socioeconomic status.
• Research Methods: The study used survey data and an in-depth case study of East Charter Middle School.
• Supports for ABE: Teachers emphasized the need for curriculum materials, professional learning, and organizational supports.
• Systemic Inequities: Segregation, cultural mismatch, and racial erasure contribute to achievement and opportunity gaps.
• Stereotype Threat: Negative stereotypes can harm students' academic performance and self-perception.
• LGBTQ+ Students: Many face lack of representation, unwelcoming environments, and higher rates of school absenteeism and lower academic outcomes.
• English Learners (ELs) and Students with Disabilities (SWDs): Both groups are disproportionately students of color and face stigma and stereotype threat.

Structure

• Chapter 1: Introduction and context of ABE in education.
• Chapter 2: Conceptual framework for ABE implementation, including people, policy, and place.
• Chapter 3: Data collection and analysis methods, including surveys, interviews, focus groups, and observations.
• Chapter 4: Findings on ABE implementation, including prevalence, materials used, and teacher support needs.
• Chapter 5: Case study of East Charter Middle School, including context, implementation strategies, and outcomes.
• Chapter 6: Discussion and implications for policy, practice, and future research.

Appendices

• Appendix A: Survey results and questions.
• Appendix B: Interview and focus group protocols for various stakeholders (system-level administrators, school-level administrators, teachers, students, families).

References

• Key references include National Center for Education Statistics, Welner and Carter (2013), Carter (2013), McKenzie and Scheurich (2004), and Kosciw, Clark, and Menard (2022), among others, highlighting the systemic nature of educational inequities and the role of ABE in addressing them.