Hostname: page-component-8448b6f56d-jr42d Total loading time: 0 Render date: 2024-04-18T00:44:46.976Z Has data issue: false hasContentIssue false
  • English
  • Français

Controlled lab experiments are one of many useful scientific methods to investigate bias

Published online by Cambridge University Press:  13 May 2022

Jason A. Okonofua Open the ORCID record for Jason A. Okonofua [Opens in a new window]
Jason A. Okonofua*
Affiliation:
Department of Psychology, University of California, Berkeley, CA 94704, USA. psychadmin@berkeley.edu
Get access Rights & Permissions [Opens in a new window]

Abstract

Ecological validity is key in science and laboratory experiments alone cannot fully explain complex real-world phenomena. Yet the three flaws Cesario proposes do not characterize the field and are not “methodological trickery,” (sect. 5, para. 5) designed to intentionally mislead practitioners. In school discipline alone, these alleged flaws are indeed addressed and laboratory experimentation has contributed to mitigation of a real-world problem.

Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 45 , 2022 , e85
Check for updates
Copyright
Copyright © The Author(s), 2022. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Borman, G. D., Rozek, C. S., Pyne, J., & Hanselman, P. (2019). Reappraising academic and social adversity improves middle school students’ academic achievement, behavior, and well-being. Proceedings of the National Academy of Sciences, 116(33), 16286–16291.CrossRefGoogle Scholar
Goyer, J. P., Cohen, G. L., Cook, J. E., Master, A., Apfel, N., Lee, W., … Walton, G. M. (2019). Targeted identity-safety interventions cause lasting reductions in discipline citations among negatively stereotyped boys. Journal of Personality and Social Psychology, 117(2), 229.CrossRefGoogle ScholarPubMed
Jarvis, S. N., & Okonofua, J. A. (2020). School deferred: When bias affects school leaders. Social Psychological and Personality Science, 11(4), 492–498.CrossRefGoogle Scholar
Losen, D. J., & Martinez, T. E. (2013). Out of school and off track: The overuse of suspensions in American middle and high schools.Google Scholar
Okonofua, J. A., & Eberhardt, J. L. (2015). Two strikes: Race and the disciplining of young students. Psychological Science, 26(5), 617–624.CrossRefGoogle ScholarPubMed
Okonofua, J. A., Paunesku, D., & Walton, G. M. (2016). Brief intervention to encourage empathic discipline cuts suspension rates in half among adolescents. Proceedings of the National Academy of Sciences, 113(19), 5221–5226.CrossRefGoogle ScholarPubMed
Okonofua, J. A., Perez, A. D., & Darling-Hammond, S. (2020). When policy and psychology meet: Mitigating the consequences of bias in schools. Science Advances, 6(42), eaba9479.CrossRefGoogle ScholarPubMed
Welsh, R. O., & Little, S. (2018). The school discipline dilemma: A comprehensive review of disparities and alternative approaches. Review of Educational Research, 88(5), 752–794.CrossRefGoogle Scholar
Yeager, D. S., Purdie-Vaughns, V., Garcia, J., Apfel, N., Brzustoski, P., Master, A., … Cohen, G. L. (2014). Breaking the cycle of mistrust: Wise interventions to provide critical feedback across the racial divide. Journal of Experimental Psychology: General, 143(2), 804.CrossRefGoogle ScholarPubMed