Adolescents' evaluations of peer and teacher unfair treatment in science, technology, engineering, and mathematics classes: Expected interventions.

ABSTRACT: This study explores adolescents' evaluations of unfair teacher and peer behavior in science, technology, engineering, and mathematics (STEM) classes. Participants included ninth and tenth grade students from five public schools in the Southeastern United States, (N = 577, 45.9% female, 49% male, 5% other/prefer not to say/unsure). Students were ethnically representative of their communities: 48% White/European American, 22.7% Black/African American, 14% Latino/a/e/x, and 15.3% multi-racial/other/prefer not to say. Measures assessed adolescents' responses to hypothetical scenarios of unfair treatment. The findings indicate that adolescents recognize both teacher and peer unfair behavior as wrong, with nuanced differences based on participants' gender and grade. Attribution analysis reveals

SUBMITTER: Mulvey KL 

PROVIDER: S-EPMC11606267 | biostudies-literature | 2024 Dec

REPOSITORIES: biostudies-literature