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      Rassismus in der Polizei : Eine wissenschaftliche Bestandsaufnahme 

      Kritische Rassismusforschung: Theorien, Konzepte, zentrale Befunde

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      Publisher: Springer Fachmedien Wiesbaden

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          Zusammenfassung

          Rassismus ist in Deutschland noch immer ein umkämpfter Begriff. Während antirassistische Initiativen, migrantische Verbände und Wissenschaftler:innen seit Jahrzehnten seine Existenz und Effekte nachweisen, beginnt gerade erst eine breitere gesellschaftliche Auseinandersetzung mit Rassismus. Der Beitrag reagiert auf dieses Unpassungsverhältnis mit einer Einführung in grundlegende Theorien der kritischen Rassismusforschung und bietet einen Überblick über zentrale Konzepte und Befunde mit Relevanz für den Kontext Polizei. Dazu gehört, Rassismus als gesellschaftliches Verhältnis vorzustellen, Rassismen voneinander zu unterscheiden sowie institutionellen Rassismus zu erläutern.

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          Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color

          Kimberlé Williams Crenshaw (1991)
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            On Being Included: Racism and Diversity in Institutional Life

            Sara Ahmed (2012)
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              (Biased) Grading of Students’ Performance: Students’ Names, Performance Level, and Implicit Attitudes

              Meike Bonefeld, Oliver Dickhäuser (2018)
              Biases in pre-service teachers’ evaluations of students’ performance may arise due to stereotypes (e.g., the assumption that students with a migrant background have lower potential). This study examines the effects of a migrant background, performance level, and implicit attitudes toward individuals with a migrant background on performance assessment (assigned grades and number of errors counted in a dictation). Pre-service teachers (N = 203) graded the performance of a student who appeared to have a migrant background statistically significantly worse than that of a student without a migrant background. The differences were more pronounced when the performance level was low and when the pre-service teachers held relatively positive implicit attitudes toward individuals with a migrant background. Interestingly, only performance level had an effect on the number of counted errors. Our results support the assumption that pre-service teachers exhibit bias when grading students with a migrant background in a third-grade level dictation assignment.
              Article 0 comments Cited 29 times – based on 0 reviews     Review now
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                Book Chapter
                Publication date (Print): 2022
                Publication date (Online): November 02 2022
                Pages: 15-32
                DOI: 10.1007/978-3-658-37133-3_2
                SO-VID: 01cd8712-5bcb-482e-a5ef-a3353a963c4e
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