Brown Christia Spears, Mistry Rashmita S, Yip Tiffany
University of Kentucky.
University of California Los Angeles.
Child Dev Perspect. 2019 Dec;13(4):235-240. doi: 10.1111/cdep.12340. Epub 2019 Sep 22.
Worldwide, most children face marginalization and societal inequities to varying degrees. For developmental science to have both scientific and societal value, scientists must account for the impact of societal inequities, regardless of the focus of their research. In this article, we illustrate how equity and justice are relevant for all children. We also argue that equity and justice are essential components for all developmental science and should be the basis for how we evaluate scientific rigor. Ignoring equity and justice issues perpetuates biases within the field and limits our understanding of developmental processes. We offer graduated recommendations for all developmental scientists to consider, starting with minimal standards for inclusion and descriptions of participants, and continuing with guidance for articulating what mechanisms lead to observed differences. We also urge researchers to examine why and how social inequities and contexts shape their focal domain of developmental science.
在全球范围内，大多数儿童都不同程度地面临着边缘化和社会不平等问题。为了使发展科学具有科学价值和社会价值，科学家必须考虑社会不平等的影响，无论其研究重点是什么。在本文中，我们阐述了公平和正义与所有儿童的相关性。我们还认为，公平和正义是所有发展科学的重要组成部分，应该成为我们评估科学严谨性的基础。忽视公平和正义问题会使该领域内的偏见长期存在，并限制我们对发展过程的理解。我们为所有发展科学家提供了逐步递进的建议以供参考，首先是关于纳入标准和参与者描述的最低标准，接着是关于阐明导致观察到的差异的机制的指导。我们还敦促研究人员审视社会不平等和背景为何以及如何塑造他们发展科学的重点领域。
