Aloia G F, Maxwell J A, Aloia S D
Am J Ment Defic. 1981 May;85(6):619-23.
Regular-classroom elementary school teachers (n = 99) were shown a photograph of an 11-year-old black, Mexican-American, or white child and were told that the child was either EMR or attended a fifth-grade class. Three dependent measures were used to assess the teachers' initial impressions of the child's attractiveness and his academic and behavioral potential. Data indicated that the race of the child significantly influenced the teachers' initial expectations. The EMR label yielded significant results when the teachers assessed the child's intellectual potential. A significant interaction was found on the behavioral measure between race and label, indicating that the race and label of a child can differentially influence a teacher's initial impressions of his or her behavior. Implications and suggestions for further research were discussed.
研究人员向99名普通小学教师展示了一张11岁黑人、墨西哥裔美国人或白人儿童的照片，并告知他们这个孩子要么是轻度智障学生（EMR），要么是五年级普通班的学生。研究使用了三项因变量来评估教师对孩子吸引力、学业和行为潜力的初步印象。数据表明，孩子的种族显著影响了教师的初步期望。当教师评估孩子的智力潜力时，“轻度智障学生”这一标签产生了显著结果。在行为评估指标上，发现种族和标签之间存在显著的交互作用，这表明孩子的种族和标签会对教师对其行为的初步印象产生不同的影响。文中还讨论了研究结果的意义以及对进一步研究的建议。
