Department of Psychology, Princeton University, Princeton, NJ 08544;
Department of Psychology, Princeton University, Princeton, NJ 08544.
Proc Natl Acad Sci U S A. 2019 Apr 23;116(17):8255-8260. doi: 10.1073/pnas.1808307116. Epub 2019 Apr 2.
There are substantial gaps in educational outcomes between black and white students in the United States. Recently, increased attention has focused on differences in the rates at which black and white students are disciplined, finding that black students are more likely to be seen as problematic and more likely to be punished than white students are for the same offense. Although these disparities suggest that racial biases are a contributor, no previous research has shown associations with psychological measurements of bias and disciplinary outcomes. We show that county-level estimates of racial bias, as measured using data from approximately 1.6 million visitors to the Project Implicit website, are associated with racial disciplinary disparities across approximately 96,000 schools in the United States, covering around 32 million white and black students. These associations do not extend to sexuality biases, showing the specificity of the effect. These findings suggest that acknowledging that racial biases and racial disparities in education go hand-in-hand may be an important step in resolving both of these social ills.
美国黑人和白人学生在教育成果方面存在巨大差距。最近，人们越来越关注黑人和白人学生被纪律处分的比率差异，发现与白人学生相比，黑人学生更容易被视为有问题，更有可能因同样的违法行为受到惩罚。尽管这些差异表明存在种族偏见，但以前没有研究表明与偏见的心理测量和纪律处分结果有关。我们表明，使用来自大约 160 万访问 Project Implicit 网站的访客的数据来衡量的县一级的种族偏见估计数，与美国大约 96000 所学校的种族纪律差异相关，这些学校覆盖了大约 3200 万白人和黑人学生。这些关联并不延伸到性取向偏见，这表明了这种影响的特异性。这些发现表明，承认种族偏见和教育中的种族差异是齐头并进的，这可能是解决这两个社会弊病的重要一步。
