Okonofua Jason A, Goyer J Parker, Lindsay Constance A, Haugabrook Johnetta, Walton Gregory M
University of California, Berkeley, Berkeley, CA, USA.
Stanford University, Stanford, CA, USA.
Sci Adv. 2022 Mar 25;8(12):eabj0691. doi: 10.1126/sciadv.abj0691. Epub 2022 Mar 23.
Suspensions remove students from the learning environment at high rates throughout the United States. Policy and theory highlight social groups that face disproportionately high suspension rates-racial-minoritized students, students with a prior suspension, and students with disabilities. We used an active placebo-controlled, longitudinal field experiment ( = 66, = 5822) to test a scalable "empathic-mindset" intervention, a 45- to 70-min online exercise to refocus middle school teachers on understanding and valuing the perspectives of students and on sustaining positive relationships even when students misbehave. In preregistered analyses, this exercise reduced suspension rates especially for Black and Hispanic students, cutting the racial disparity over the school year from 10.6 to 5.9 percentage points, a 45% reduction. Significant reductions were also observed for other groups of concern. Moreover, reductions persisted through the next year when students interacted with different teachers, suggesting that empathic treatment with even one teacher in a critical period can improve students' trajectories through school.
在美国，停学措施使大量学生脱离学习环境。政策和理论强调了那些面临极高停学率的社会群体——少数族裔学生、有过停学记录的学生以及残疾学生。我们进行了一项积极的安慰剂对照纵向实地实验（n = 66，N = 5822），以测试一种可扩展的“共情心态”干预措施，这是一项时长45至70分钟的在线练习，旨在让中学教师重新关注理解和重视学生的观点，并即使在学生行为不端时也能维持积极的关系。在预先注册的分析中，这项练习尤其降低了黑人和西班牙裔学生的停学率，在整个学年中将种族差距从10.6个百分点降至5.9个百分点，降幅达45%。对于其他受关注的群体也观察到了显著下降。此外，当学生与不同教师互动时，这种下降在次年依然持续，这表明在关键时期与哪怕一位教师进行共情式对待都可以改善学生在学校的发展轨迹。
