Morman Kate M, Wang Cong, Brady Laura M, Fryberg Stephanie A
Department of Psychology, Northwestern University, Evanston, IL 60208, USA.
Education Systems and Policy Program Area, American Institutes for Research, Chicago, IL 60606, USA.
Behav Sci (Basel). 2025 Mar 31;15(4):446. doi: 10.3390/bs15040446.
Instructional practices that attend to students' cultural motivations and strengths can play an important role in mitigating educational inequities. However, educators increasingly experience backlash for efforts to address educational inequities, raising moral questions about how educators should engage students. Through a national study, we explored how educators' likelihood of implementing culturally responsive practices (CRPs) (i.e., practices focused on affirming students' cultural backgrounds) varied according to educators' individual moral frameworks (i.e., multicultural and colorblind diversity ideologies) and the contextual moral frameworks they encountered among their administrators (i.e., support for educational equity work) and local communities (i.e., DEI sentiment). When their communities were permissive of DEI, teachers who strongly endorsed multiculturalism implemented CRPs frequently, regardless of their administrators' support for equity work. In DEI-opposed communities, however, pro-multiculturalism educators only implemented CRPs frequently when their administrators supported equity work. In contrast, regardless of community-level DEI sentiment, CRP implementation among educators with weaker endorsement of multiculturalism depended upon administrators' support for equity work. Results suggest that educators with less well-defined individual moral frameworks about diversity rely upon contextual frameworks to determine their practices, while those with more codified moral frameworks rely upon contextual frameworks primarily when their individual moral frameworks conflict with their community's.
关注学生文化动机和优势的教学实践在减轻教育不平等方面可以发挥重要作用。然而，教育工作者在努力解决教育不平等问题时越来越多地受到抵制，这引发了关于教育工作者应如何与学生互动的道德问题。通过一项全国性研究，我们探讨了教育工作者实施文化回应性实践（CRPs）（即专注于肯定学生文化背景的实践）的可能性如何根据教育工作者的个人道德框架（即多元文化和色盲多样性意识形态）以及他们在管理人员（即对教育公平工作的支持）和当地社区（即DEI情绪）中遇到的背景道德框架而有所不同。当他们的社区对DEI持宽容态度时，强烈支持多元文化主义的教师经常实施CRPs，无论他们的管理人员是否支持公平工作。然而，在反对DEI的社区中，支持多元文化主义的教育工作者只有在他们的管理人员支持公平工作时才经常实施CRPs。相比之下，无论社区层面的DEI情绪如何，对多元文化主义支持较弱的教育工作者实施CRPs的情况取决于管理人员对公平工作的支持。结果表明，对多样性的个人道德框架不太明确的教育工作者依赖背景框架来决定他们的实践，而那些道德框架更明确的教育工作者主要在他们的个人道德框架与社区的道德框架冲突时才依赖背景框架。
