The discipline gap and African Americans: Defiance or cooperation in the high school classroom
- 作者：Anne Gregory ; Rhona S. Weinstein
- 关键词：Discipline ; High School ; African Americans ; Adolescents ; Teacher
- 刊名：Journal of School Psychology
- 出版年：2008
- 期刊代码：72_00224405
- 类别：soc
- 出版时间：August 2008
- 卷：46
- 期：4
- 页码：455-475
- 文件大小：315 K
摘要
African Americans are over-represented in school suspensions, yet little is known about the underlying contributing dynamics. Study 1 reviewed a high school's annual discipline data and 442 students referred for defiance. African Americans were over-represented in referrals for defiance and most students received referrals from one or several teachers. This suggests that defiance referrals are specific to the classroom situation. Examining the situational specificity of referrals, Study 2 used repeated measures and multilevel modeling with a sub-sample of 30 African American students. Attendance, grades, and teacher reports showed that students behaved more defiantly and less cooperatively with teachers perceived as having untrustworthy authority. Predictors of African American student trust in teacher authority included teacher caring and high expectations, offering implications for lowering the discipline gap.