Journal Article10.1080/00461520.2022.2052293
Can educational psychology be harnessed to make changes for the greater good?
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TL;DR: In this article , the American Psychological Association and Division 15 committed to addressing systemic racism after the 2020 summer of racial reckoning, orchestrated political attacks that vilify pedagogical approaches aimed at addressing racial injustice have thwarted schools' efforts across the nation.
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Abstract: Abstract As the American Psychological Association and Division 15 committed to addressing systemic racism after the 2020 summer of racial reckoning, orchestrated political attacks that vilify pedagogical approaches aimed at addressing racial injustice have thwarted schools' efforts across the nation. Against this context, the overarching aim of this article is a call to action for educational psychology to contribute to changes for the greater good. To that end, the article contextualizes the field’s lack of engagement in contemporary schooling controversies before turning to a discussion of the contemporary attacks against anti-racist approaches. A concise historiographical review is provided to illustrate the recurring tensions that have consistently thwarted equitable educational efforts. After discussing how growing scholarship focused on anti-racist research approaches in educational psychology can shape educational psychology’s future with a vision toward an anti-racist social purpose of schooling, recommendations and implications for educational psychology are provided.
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Citations
What Can Educational Psychology Learn From, and Contribute to, Theory Development Scholarship?
TL;DR: In this paper , the authors explore theory development in psychology by discussing the importance of developing both the descriptive and explanatory aspects of theory as well as the need to refine how theory is evaluated and integrated.
What is the role of race in educational psychology? A review of research in Educational Psychologist
TL;DR: The authors examined the extent to which articles published in Educational Psychologist issues to date have done so, based on an iterative search using Boolean/phrase search terms minority, ethnicity, race, culture, equity, justice, racial and ethnic, thirty-one articles (3.2% of all articles published from 1963 to 2022) met the selection criteria, with twelve of these appearing in special issues devoted specifically to race and ethnicity.
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Motivational climate theory: Disentangling definitions and roles of classroom motivational support, climate, and microclimates
TL;DR: Motivational climate theory as mentioned in this paper was proposed as a guide for future research efforts toward more accurate, systematic understanding of classroom motivational processes, focusing on three broad categories: motivational supports, consisting of speech, actions, and structures in a setting that are controllable by the people in that setting; motivational climate, defined as students' shared perceptions of the motivational qualities of their classroom; and motivational microclimates, or students' individual perceptions that differ from shared perceptions.
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Racisms of commission and omission in educational psychology: A historical analysis and systematic review
TL;DR: This article explored the role the history, content, norms, and practices of educational psychology have played in creating and sustaining racial inequity in U.S. education and drew attention to the racism of the field's origins by tracing the founding scholars' white supremacist commitments and motives.
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The Evolution of Race-Focused and Race-Reimaged Approaches in Educational Psychology: Future Directions for the Field
Jessica T. DeCuir-Gunby,Paul A. Schutz +1 more
TL;DR: This article discusses the evolution of race-focused and race-reimagined approaches in educational psychology, highlighting advancements in understanding racialized research and identifying areas for future theoretical exploration and expansion.
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References
Do preservice teacher education candidates’ implicit biases of ethnic differences and mindset toward academic ability change over time?
01 Apr 2022
TL;DR: This paper found that third-year students showed significantly less implicit ethnic achievement bias and reduced fixed mindsets compared to the first-year preservice teachers, but still associated student achievement more with the ethnic majority group.
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