장애와 기타 정체성의 교차성 및 암묵적 편견

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장애와 기타 정체성의 교차성 및 암묵적 편견

퀵 테이크아웃

배우다

비추다

Fill out our Rubik’s Cube with your own social identities. How is/are your identity/ies similar to and/or different from the identities of your students? How might this impact your students?

탐구하다

For more on this topic, check out these external 교차성 및 반인종차별 자원 for educators.

교육의 교차성

교차성은 인종, 성별, 계급과 같은 사회적 정체성이 겹치거나 교차하는 것이 차별과 불평등의 체계와 구조와 어떤 관련이 있는지에 대한 연구입니다.

In the words of Professor Kimberlé Crenshaw, who coined the term, intersectionality is

“a lens, a prism, for seeing the way in which various forms of inequality often operate together and exacerbate each other. We tend to talk about race inequality as separate from inequality based on gender, class, sexuality, or immigration status. What’s often missing is how some people are subject to all of these, and the experience is not just the sum of its parts.”

다음 비디오는 교차성과 그것이 학생과 커뮤니티에 어떻게 적용될 수 있는지 보여줍니다. Kimberlé Crenshaw: 교차성이란 무엇입니까? 그리고 교차성 101.

자기 성찰 질문:

교차성에 대해 얼마나 자주 생각합니까?
교차성에 대해 언제 생각합니까?
Why do/don’t you think about intersectionality?

Let’s Use a Rubik’s Cube as a Metaphor for Intersectionality

Imagine each color represents a different type of social identity (e.g., red for ethnicity) or identity trait.

Here, the unsolved Rubik’s Cube illustrates how much variety there can be in identity groupings. This is a reflection of our student population.

Multi-colored Rubiks Cube with different identity categories in each box, ie. Gender, Ability, etc.

People’s life experiences can vary depending on their grouping of identity traits. Because of these groupings some people experience more privilege than others, while others experience more oppression. As educators, rather than trying to solve the puzzle, we can acknowledge the variety within these colorful planes, and by acknowledging our student’s whole selves we can move toward equity.

Now imagine each side of the Rubik’s Cube is one student, with nine intersecting identities. Then imagine that four students represent the four sides of the cube, and that all of the colors on the cube represent the life experiences these four students bring into your classroom.

그들은 어떤 유사점을 공유할 수 있습니까?
그들 사이의 주요 차이점은 무엇입니까?
이러한 유사점과 차이점이 잠재적으로 학습 방식에 어떤 영향을 미칠 수 있습니까?

Self-Reflection Questions:

How can stereotypes based on students’ social identities play out in the classroom? What can we do to prevent students from feeling harmed?
정체성에 관계없이 학생들에게 평등한 교육 기회를 제공하기 위해 우리는 어떻게 이해하고 개입할 수 있습니까?
Fill in your own social identities on our Rubik’s Cube. How is/are your identity/ies similar to or different from the identities of your students? Can you find common ground to better connect with your students?

In the case of intersectionality in education, Crenshaw encourages educators to think about how the intersectionality of identities affects the relationships between students and educators, peers, and administrators. It is only by committing to understanding intersecting identities, how they might affect students, and the history behind these identities, that we can work toward creating liberated learning environments in which all students can thrive.

암시적 편향

구조적 인종차별과 교육 차별이 잘 문서화되어 있습니다. 장애와 인종 및 성별과 같은 기타 사회적 정체성의 교차성에 대한 연구는 거의 없습니다. 그러나 이 주제는 ICT 교실 내의 역학을 이해하는 데 중요합니다.

One of the reasons that the intersectionality of disability and other social identities is less researched may be that within the educational systems, decision-makers who usually have a lot of discretion often believe that they are acting objectively based on facts. However, research shows that 암묵적 편견—that is, attitudes or stereotypes that affect our understanding and actions in an unconscious manner—exist in all aspects of education and disability diagnosis (identification, placement, and discipline).

Racial Implicit Bias and Disability Diagnosis

손목 시계: Why Is Disability Representation So White?

(Note: The presenter speaks quickly, particularly during a montage within the video. You can press the settings icon on the bottom right-hand corner of the screen to choose a slower playback speed.)

Racial bias and white supremacy can lead to misdiagnosis, over-diagnosis of specific types of disabilities, and under-diagnosis of others. 이 기사에서 백인 우월주의 문화에 대해 자세히 알아보십시오..

Studies have shown that Black and other minority students are

more likely to be misdiagnosed;
more likely to be educated in restrictive environments as opposed to the least restrictive environment called for by the Individuals With Disabilities Act (IDEA);
likely to be over-diagnosed in high-incident categories of disability (which are more subjective) and under-diagnosed in low-incident categories (which are more objective).

주관적 장애 진단 대 객관적 진단을 받은 흑인 학생의 수가 불균형적으로 많다는 것은 암묵적 편견이 학생의 장애 진단에 얼마나 영향을 미칠 수 있는지를 보여주는 분명한 지표입니다.

Gender Bias and Disability Diagnosis

진단에서 나타나는 암묵적 편향의 또 다른 예에서 연구에 따르면 여성은 종종 의학 연구에서 제외되고 자주 오진됩니다. 이것의 일반적인 예는 연구 부족과 관련된 여성의 자폐증 진단입니다.

“The percentage served under IDEA who received services for autism was higher for male students (13 percent) than for female students (5 percent).”

-국립 교육 통계 센터

Author Maya Dusenbery spoke at the Society to Improve Diagnosis in Medicine Conference about the impact of implicit bias on women’s health stemming from two major gaps: a “knowledge gap” and a “trust gap.” In the article “Women More Often Misdiagnosed Because of Gaps in Trust and Knowledge,” Liz Seegert shares Dusenbery’s ideas from the conference. Dusenbery explained, “There’s a general lack of knowledge about women’s symptoms, bodies, and conditions that disproportionately affect them. That’s the legacy of decades of women being underrepresented or excluded from the research.”

Dusenbery went on to note that “there’s a lack of trust in women’s self-reports about what they’re experiencing, and a tendency to dismiss or psychologize complaints. That is part of the broader cultural stereotypes about women, and in particular, the 히스테리의 갈등, whose explanations ranged from a ‘wandering womb’ to demonic possession to witchcraft. Once Freud entered the picture at the end of the 19th century, hysteria became a catch-all psychological explanation for these unexplained complaints, which manifested as physical symptoms.”

Implicit Bias and Consequences in the Classroom

학생이 진단을 받으면 결과도 있습니다. 예를 들어, 장애 진단을 받은 학생이 정학 및 퇴학을 당하는 비율이 높습니다.

“Nearly 75 percent of special education students were suspended or expelled at least once.”

-Dustin Rynders, “Battling Implicit Bias in the IDEA to Advocate for African American Students With Disabilities”

Keeping in mind that during the 2018–19 school year, more than seven million students in the United States of America received special education services, we can begin to sense the grand scale of implicit bias and lack of awareness of how intersectionality can impact students with disabilities in ICT classrooms. Often the implicit biases held by classroom educators and administrators can compound upon one another, which can have consequences beyond students’ K-12 education.

Going back to the analogy of the Rubik’s Cube, consider that this resource has only cited very briefly how implicit biases often play out in diagnosis and treatment with two of so many possible identities.

ICT 교실의 암묵적 편견을 해결하기 위한 전략

암묵적인 편견에 영향을 받지 않는 사람은 없습니다. 자신의 편견을 더 많이 인식하고 인식할수록 이를 극복하고 학생들에게 자유로운 학습 환경을 제공할 수 있는 기회가 더 많아집니다.

TA로서 우리는 무엇을 할 수 있습니까?

교육 예술가로서 암묵적인 편견을 해결하기 위해 활용할 수 있는 몇 가지 전략이 있습니다.
These strategies focus on self-reflection and lifelong learning.

개인의 편견을 인정하고 공정하도록 동기를 부여하십시오.
다른 문화의 사람들과 교류하고 문화적 이해를 높입니다.
우리 자신, 학생, 그리고 교실에 있는 어른들 사이의 유사점과 차이점을 식별하여 공통점을 찾고 더 잘 의사 소통할 수 있습니다.
다양한 학습자가 접근할 수 있고 공평하게 수업을 계획하고 학생을 차별하거나 낙인을 찍지 않도록 합니다.
학생들과 상호 작용할 때 추측하는 대신 적극적으로 경청하십시오.
학생을 개별화하고 학생 개개인의 강점과 성장 잠재력에 중점을 둡니다.

자기 반성:

자신의 잠재적인 내재적 편견을 탐색하십시오. 프로젝트 암시* Harvard University에서는 개인이 자신의 내재된 편견을 식별하는 데 도움이 되는 무료 평가를 제공합니다. 이러한 평가는 인종, 성별, 성적 취향 및 기타 주제에 대한 암시적인 연관성을 테스트합니다. 다양한 언어로 제공됩니다.

*이러한 평가의 정확성과 이점에 대한 질문이 제기되었지만 암시적 편견의 개념을 개발하는 데 중요한 역할을 했기 때문에 여기에서 암시적 프로젝트를 언급합니다.