Document Type
Poster
Campus where you would like to present
Ellensburg
Event Website
http://digitalcommons.cwu.edu/source/
Start Date
15-5-2024
End Date
21-5-2024
Keywords
achievement gap, equity, equality, education, debt, words, implicit bias, social, cognition, psychology
Abstract
The language used to describe racial disparities in education may inadvertently influence how we address them. Framing such disparities as “achievement gap” rather than as “inequality in educational outcomes” assumes a deficit thinking mindset, shifting focus from the structural injustices contributing to education disparities to individuals, resulting in decreased prioritization of racial equity (Quinn & Desruisseaux, 2022). We aim to replicate this prioritization effect, specify the language driving the effect, and examine the impact of frames on perceptions of how to achieve racial equity. Participants were randomly assigned to conditions framing racial equity concerns as: a racial achievement gap, racial inequality in educational outcomes, or racial differences in educational outcomes (S ). The additional condition allows us better understanding of whether “achievement gaps” are perceived as less important, “inequality” as more important, or both. In Study 2, we explore the effects of framing racial equity concerns as an educational debt (S2). Participants rated priority levels towards the issue (Quinn & Desruisseaux, 2022) and the importance of individual vs institution level interventions. Replicating previous findings, participants prioritized the issue more when framed as “racial inequality” compared to an “achievement gap,” t(2 )= 2. , p
Recommended Citation
Yokohama, Zara; Beccari, Liz; and Jasmin, Malcolm, "The power of words: Unpacking language's role in educational inequities" (2024). Symposium Of University Research and Creative Expression (SOURCE). 2.
https://digitalcommons.cwu.edu/source/2024/COTS/2
Poster Number
Form ID 343
Department/Program
Psychology
Human subject research
1
Mentor of the year award nomination
Yes, I would like to nominate my primary mentor
Included in
Cognition and Perception Commons, Cognitive Psychology Commons, Cognitive Science Commons, Experimental Analysis of Behavior Commons, Personality and Social Contexts Commons, Social Psychology Commons
The power of words: Unpacking language's role in educational inequities
Ellensburg
The language used to describe racial disparities in education may inadvertently influence how we address them. Framing such disparities as “achievement gap” rather than as “inequality in educational outcomes” assumes a deficit thinking mindset, shifting focus from the structural injustices contributing to education disparities to individuals, resulting in decreased prioritization of racial equity (Quinn & Desruisseaux, 2022). We aim to replicate this prioritization effect, specify the language driving the effect, and examine the impact of frames on perceptions of how to achieve racial equity. Participants were randomly assigned to conditions framing racial equity concerns as: a racial achievement gap, racial inequality in educational outcomes, or racial differences in educational outcomes (S ). The additional condition allows us better understanding of whether “achievement gaps” are perceived as less important, “inequality” as more important, or both. In Study 2, we explore the effects of framing racial equity concerns as an educational debt (S2). Participants rated priority levels towards the issue (Quinn & Desruisseaux, 2022) and the importance of individual vs institution level interventions. Replicating previous findings, participants prioritized the issue more when framed as “racial inequality” compared to an “achievement gap,” t(2 )= 2. , p
https://digitalcommons.cwu.edu/source/2024/COTS/2
Faculty Mentor(s)
Tonya Buchanan, Ph.D.