ArticleJournal of research on adolescence : the official journal of the Society for Research on Adolescence2024
Adolescents' evaluations of peer and teacher unfair treatment in science, technology, engineering, and mathematics classes: Expected interventions.
Article in Journal of research on adolescence : the official journal of the Society for Research on Adolescence, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed.
- Adolescents' and children's expectations of fairness and bias in the classroom.Journal of research on adolescence : the official journal of the Society for Research on Adolescence · 2026Article
- Construction of an assessment scale on STEM education for the current status of medical students in China: A cross-sectional study.Medicine · 2026Article
- Gender differences in the association between discrimination, mental health, and peer support among ethnic/racial minority adolescents.Discover mental health · 2026Article
- Children and Young Adults Factor Merit Into Their Judgments of Gender-Based Science Resource Inequalities.Developmental science · 2026Article
- Adolescents' evaluations of peer and teacher unfair treatment in science, technology, engineering, and mathematics classes: Expected interventions.Journal of research on adolescence : the official journal of the Society for Research on Adolescence · 2024Article
Corrections and comments
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Authors and funding
7 authors.
Funding
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 varied expected reasons for unfair treatment. Responses to unfair behavior differ, with adolescents more likely to confront peers than teachers. Demographic factors, school climate, discrimination, belonging, and critical consciousness contribute to variations in judgments and responses. The study highlights the importance of addressing unfair treatment in STEM settings to foster inclusivity and support student persistence in STEM.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.