Sedlacek Quentin C, Ortiz Nickolaus, Lemmi Catherine, León Maricela, Feldman Kimberly C
Department of Teaching & Learning, Annette Caldwell Simmons School of Education & Human Development, Southern Methodist University, Dallas, Texas, United States of America.
Department of Middle and Secondary Education, Georgia State University, Atlanta, Georgia, United States of America.
PLoS One. 2025 Jul 17;20(7):e0327859. doi: 10.1371/journal.pone.0327859. eCollection 2025.
Language, race, and racism are deeply connected in the United States and throughout the world. Over the past 10 years, a growing body of research has argued that many language ideologies and racial ideologies are closely associated with each other. However, few studies have sought to quantify these proposed associations by directly measuring the language ideologies, racial ideologies, and language-related behaviors of participants. In a recently published study of K-12 preservice teachers, we identified substantial correlations between racial ideologies and seemingly race-neutral language ideologies, as well as correlations between these language ideologies and the written feedback participants generated during formative assessment of student science writing. These findings have important implications for the social sciences; however, their significance is contingent in part on their reproducibility and generalizability. For this reason, we conducted a preregistered conceptual replication and extension using a larger sample of current U.S. science teachers (n = 387 teachers from 42 U.S. states). We demonstrate that all but one of the findings from our previous study are successfully replicated, and we identify several new findings. We discuss implications for research in science education, linguistic anthropology, social psychology, and sociology.
在美国乃至全世界，语言、种族和种族主义紧密相连。在过去十年中，越来越多的研究认为，许多语言观念和种族观念彼此密切相关。然而，很少有研究试图通过直接测量参与者的语言观念、种族观念和与语言相关的行为来量化这些假定的关联。在最近发表的一项针对K-12职前教师的研究中，我们发现种族观念与看似与种族无关的语言观念之间存在显著相关性，以及这些语言观念与参与者在学生科学写作形成性评估期间产生的书面反馈之间的相关性。这些发现对社会科学具有重要意义；然而，它们的重要性部分取决于其可重复性和普遍性。出于这个原因，我们使用更大规模的美国在职科学教师样本（来自美国42个州的387名教师）进行了一项预先注册的概念性复制和扩展研究。我们证明，我们之前研究中的所有发现（仅有一项除外）都成功得到了复制，并且我们还发现了几个新的结果。我们讨论了这些发现对科学教育、语言人类学、社会心理学和社会学研究的启示。
