The relation between teacher and child race, teacher perceptions of disruptive behavior, and exclusionary discipline in preschool
In preschool, Black children are overrepresented in percentages of children suspended or expelled. Teachers' perceptions of and responses to children displaying disruptive behavior may be different depending on the race of the teacher and child. Although teacher-child race match is associated w...
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| Veröffentlicht in: | Journal of school psychology 2022-02, Vol.90, p.33-42 |
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| container_end_page | 42 |
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| container_title | Journal of school psychology |
| container_volume | 90 |
| creator | Wymer, Sarah C. Corbin, Catherine M. Williford, Amanda P. |
| description | In preschool, Black children are overrepresented in percentages of children suspended or expelled. Teachers' perceptions of and responses to children displaying disruptive behavior may be different depending on the race of the teacher and child. Although teacher-child race match is associated with a number of outcomes in K-12 students, research examining these links in preschool is limited. This study examined whether teachers' reported trajectories of children's disruptive behavior and use of discipline practices varied depending on teacher and child race in a sample of 349 preschoolers and their 144 teachers. Results indicated that teacher and child race were associated with teachers' ratings of children's disruptive behavior and reported use of exclusionary discipline practices. |
| doi_str_mv | 10.1016/j.jsp.2021.10.003 |
| format | Article |
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Teachers' perceptions of and responses to children displaying disruptive behavior may be different depending on the race of the teacher and child. Although teacher-child race match is associated with a number of outcomes in K-12 students, research examining these links in preschool is limited. This study examined whether teachers' reported trajectories of children's disruptive behavior and use of discipline practices varied depending on teacher and child race in a sample of 349 preschoolers and their 144 teachers. 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Teachers' perceptions of and responses to children displaying disruptive behavior may be different depending on the race of the teacher and child. Although teacher-child race match is associated with a number of outcomes in K-12 students, research examining these links in preschool is limited. This study examined whether teachers' reported trajectories of children's disruptive behavior and use of discipline practices varied depending on teacher and child race in a sample of 349 preschoolers and their 144 teachers. Results indicated that teacher and child race were associated with teachers' ratings of children's disruptive behavior and reported use of exclusionary discipline practices.</description><subject>African American Students</subject><subject>African American Teachers</subject><subject>Behavior Problems</subject><subject>Children & youth</subject><subject>Discipline</subject><subject>Disruptive behavior</subject><subject>Disruptive behaviour</subject><subject>Exclusionary discipline</subject><subject>Minority Group Students</subject><subject>Perceptions</subject><subject>Preschool</subject><subject>Preschool Children</subject><subject>Preschool Teachers</subject><subject>Race</subject><subject>Racial Bias</subject><subject>Racial Differences</subject><subject>Student Behavior</subject><subject>Student Characteristics</subject><subject>Teacher Attitudes</subject><subject>Teacher Characteristics</subject><subject>Teachers</subject><subject>White Students</subject><subject>White Teachers</subject><issn>0022-4405</issn><issn>1873-3506</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2022</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><recordid>eNp9kU1v1DAQhi1ERbeFH4CEkCUuPTSLv-OIU1UKRarEpZwtx5kojrJxsJOlHPnnOOyyBw6c7Jl53vF4XoReU7KlhKr3_bZP05YRRnO8JYQ_QxuqS15wSdRztCGEsUIIIs_RRUo9IYRKRl-gcy4qVQmtNujXYwc4wmBnH0Zcw_wDYMQzWNdBxHZssOv80OBoHVyf8hNEB9MqSTi0uPEpLjncQ-7Q2b0P8fqPFp7csKSM2fhzpZyfBj8C9iOeIiTXhTC8RGetHRK8Op6X6Nunu8fb--Lh6-cvtzcPhROEzUVrBWX5putaSiUqXUJb1nVlHeNNzVTFy7JSwqlGK6mcsJa0dSWc5LpRmkt-ia4OfacYvi-QZrPLA8Ew2BHCkgxTVFZUV1xk9N0_aB-WOObpMiUF15qXJFP0QLkYUorQmin6Xf6pocSs_pjeZH_M6s-ayv5kzdtj56XeQXNS_DUkA28OAETvTuW7j4oRwdbyh2M5b2rvIZq8UxgdND6Cm00T_H9e_w0RAqqT</recordid><startdate>20220201</startdate><enddate>20220201</enddate><creator>Wymer, Sarah C.</creator><creator>Corbin, Catherine M.</creator><creator>Williford, Amanda P.</creator><general>Elsevier Ltd</general><general>Elsevier Science Ltd</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>7X8</scope></search><sort><creationdate>20220201</creationdate><title>The relation between teacher and child race, teacher perceptions of disruptive behavior, and exclusionary discipline in preschool</title><author>Wymer, Sarah C. ; 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| fulltext | fulltext |
| identifier | ISSN: 0022-4405 |
| ispartof | Journal of school psychology, 2022-02, Vol.90, p.33-42 |
| issn | 0022-4405 1873-3506 |
| language | eng |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); Access via ScienceDirect (Elsevier) |
| subjects | African American Students African American Teachers Behavior Problems Children & youth Discipline Disruptive behavior Disruptive behaviour Exclusionary discipline Minority Group Students Perceptions Preschool Preschool Children Preschool Teachers Race Racial Bias Racial Differences Student Behavior Student Characteristics Teacher Attitudes Teacher Characteristics Teachers White Students White Teachers |
| title | The relation between teacher and child race, teacher perceptions of disruptive behavior, and exclusionary discipline in preschool |
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