Pre-service teachers’ desire to control bias: Implications for the endorsement of culturally affirming classroom practices

The study integrates social-psychological and educational research to examine the relations between preservice teachers’ race-related perceptions of Black students and the instructional approaches they endorse. Based on survey and race Implicit Association Test data from preservice teachers (N = 258; White = 82%) in the United States, we predicted that the association between motivation to be unprejudiced and motivation to appear unprejudiced would predict endorsement of culturally and motivationally supportive instructional practices via implicit and explicit biases about Black students. Path analyses revealed significant mediated associations among motivation to be unprejudiced and endorsed instructional approaches and practices via explicit bias, contingent on the motivation to appear unprejudiced. Furthermore, it is troubling to note that White preservice teachers, in contrast to their ethnic minority counterparts, displayed significant implicit preference for White over Black students. Implications of these findings for preparing a culturally responsive and motivational supportive teaching task-force are discussed.     

How does teacher bias influence students?: An introduction to the special issue on teachers’ implicit attitudes,instructional practices,and student outcomes

Implicit bias, unconscious beliefs based upon stereotypes and prejudices, has emerged as a useful way to understand and explain issues of discrimination, particularly involving race. The influence of implicit bias has been explored in various academic disciplines and numerous contexts, including education. Despite the burgeoning research literature, there is limited research on the role implicit bias plays within the classroom. The goal of this special issue is to broaden and challenge the current thinking on teacher implicit bias and attitudes as well as their influence on students.     

民办高校毕业生就业偏见现象的表现、根源与解决

民办高校毕业生在求职过程中所经历的就业偏见问题是一个较为普遍存在的社会现象。文章从历史、区域、体制和主体等维度来分析民办高校毕业生就业偏见问题的存在根源,并提出了涉及教育制度和政策、观念转变、民办高校及其毕业生主体性提升的解决途径。     

Speciesist language and nonhuman animal bias in English Masked Language Models

Warning: This paper contains examples of offensive language, including insulting or objectifying expressions.Various existing studies have analyzed what social biases are inherited by NLP models. These biases may directly or indirectly harm people, therefore previous studies have focused only on human attributes. However, until recently no research on social biases in NLP regarding nonhumans existed. In this paper,¹ we analyze biases to nonhuman animals, i.e. speciesist bias, inherent in English Masked Language Models such as BERT. We analyzed speciesist bias against 46 animal names using template-based and corpus-extracted sentences containing speciesist (or non-speciesist) language. We found that pre-trained masked language models tend to associate harmful words with nonhuman animals and have a bias toward using speciesist language for some nonhuman animal names. Our code for reproducing the experiments will be made available on GitHub.²     

“Swedishness” as a Norm for Learners of English in Swedish Schools: A Study of National and Local Objectives and Criteria in Compulsory Schools

This paper examines whether the Swedish steering documents for English-language education are ethnically biased, that is, whether Swedish culture and language or “Swedishness” are used as norms when teaching and assessing students. To examine whether such bias exists, the central curricula and syllabi from 1994 and 2000, as well as local steering documents, work plans, and grading criteria for English language studies from 85 Swedish compulsory schools, have been analyzed. The analysis of the steering documents focuses on what they say about grammar, translation, and intercultural understanding. The results of the study suggest that, in many cases, the starting point for schools is still Swedish culture and “Swedishness.” The most noteworthy result of the study is that nearly one third of the schools had objectives and criteria for English language studies that use the Swedish language and Swedish conditions as their reference point. This gives students with Swedish backgrounds better preconditions for attaining the learning goals and receiving better grades in English then those of students with other cultural backgrounds.     

汉语形容词错误记忆及其消极偏向探究

55名被试者学习含有形容词的同字同义词、异字同义词和反义词的词表（积极词和消极词均各半）后,对关键诱饵词、学过词和无关词进行再认测验。结果发现：汉语形容词学习中存在错误记忆现象;汉语形容词的真实记忆和错误记忆均存在消极偏向。     

强迫症患者注意偏向研究方法述评

在简要回顾有关强迫症个体注意偏向的研究的基础上,较为系统地比较、阐述了强迫症注意偏向研究中的主要研究范式（强迫症Stroop任务、点探测任务、空间线索任务）.最后,通过对前人研究的分析总结,对强迫症注意偏向未来研究的取向和趋势进行了展望.     

暴力电子游戏使用者对攻击性相关线索的注意偏向

以攻击性词和中性词为刺激材料,采用情绪Stroop范式,考察不同电子游戏使用者对攻击性相关刺激的注意加工特性。结果发现,暴力电子游戏组对攻击性词的反应时显著长于非暴力电子游戏组,但两组被试对中性词的反应时没有显著差异;暴力电子游戏组对攻击性词的反应时要显著长于中性词,而非暴力电子游戏组对两类词的反应时差异不显著;在暴力电子游戏组中,高低攻击特质被试对攻击性词的反应时都显著长于中性词,而在非暴力电子游戏组中,高攻击特质被试和低攻击特质被试对两类词的反应时差异不显著。结果表明,暴力电子游戏组被试对攻击性词存在明显的注意偏向。     

Evaluating Family Group Conferencing: Towards a meaningful research methodology

There is discussion on the most appropriate research methodology to examine the efficacy of Family Group Conferencing (FGC). Randomised controlled trials (RCTs), despite their pitfalls, are considered by many to be the ‘golden standard’, but the argument is not compelling. In this paper, the theory on programme evaluation is discussed which offers an alternative methodology to study FGC. It is argued that reaching a comprehensive image of truth in the social sciences is never within reach. A RCT is an abstraction of reality, it only provides a partial image of the complex reality of families and the impact that FGC has on safety issues and the quality of their lives. Moreover, the rigour of a study depends heavily on the researcher’s interpretative skills. In studying the efficacy of a complex intervention, such as FGC, it is a challenge to provide a valid and reliable picture of its impact. The context of such a conference, where the lifeworld of families constantly interacts with the system world of professionals, is characterised by multiplicity, polyvalence and interference. The methodology used to examine the efficacy of FGC should meet this ‘interplexitiy’.     

创业认知偏差与高校毕业生连续创业的关系研究

连续创业已成为高校毕业生的常态,对创业认知偏差与高校毕业生连续创业的关系进行探讨,有助于提升高校毕业生创业指导成效.基于创业认知理论,课题组以浙江金华、杭州地区350名连续创业者的调研数据为依托,探索创业者认知偏差对高校毕业生连续创业行为的作用关系.