利用全国数据了解九年级男女生在学校不良行为的种族差异的背景因素和负面经历

CJ Appleton, D. Shifrer, Cesar J. Rebellon
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引用次数: 0

摘要

有文献将成年后的犯罪与累积的不利条件和早期的学校不良行为联系起来,这些文献表明,了解学生行为的基本机制以及教师和管理人员的反应,对于理解实际或感知的学校不良行为中的种族/族裔差异至关重要。我们利用 2009 年具有全国代表性的《高中纵向研究》中 19160 名九年级学生的数据表明,男生和女生的消极成绩以及与教师相处的消极经历与学校不良行为之间的关系,要比通常被强调为对不良行为最为突出的环境因素(如消极的同伴氛围、黑人比例)更为密切。与白人青少年相比,黑人男孩、拉丁裔男孩和黑人女孩的消极成就和经历的差异完全可以解释他们更高的学校不良行为水平,而亚裔男孩和女孩的学校不良行为水平则较低。相比之下,负面成就和经历的差异只能部分解释拉美裔女生相对于白人女生更高的学校不良行为水平。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Using National Data to Understand the Contextual Factors and Negative Experiences that Explain Racial Differences in the School Misbehavior of Ninth Grade Boys and Girls
The literature linking adulthood criminality to cumulative disadvantage and early school misbehavior demonstrates that understanding the mechanisms underlying student behavior and the responses of teachers and administrators is crucial in comprehending racial/ethnic disparities in actual or perceived school misbehavior. We use data on 19,160 ninth graders from the nationally representative High School Longitudinal Study of 2009 to show that boys’ and girls’ negative achievement and negative experiences with teachers relate more closely to school misbehavior than the contextual measures (e.g., negative peer climate, proportion Black) that have often been emphasized as most salient for misbehavior. Differences in negative achievement and experiences completely explain Black boys’, Latinx boys’, and Black girls’ heightened levels of school misbehavior relative to White youth, and Asian boys’ and girls’ lower levels of school misbehavior. In contrast, differences in negative achievement and experiences only partially explain Latinx girls’ higher levels of school misbehavior relative to White girls.
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