黑人女孩与学校纪律:教师种族、青春期发展和纪律哲学对纪律决定的作用

IF 1.7 3区心理学 Q2 EDUCATION, SPECIAL

Journal of Emotional and Behavioral Disorders Pub Date : 2022-03-01 DOI:10.1177/10634266221077896

Jamilia J. Blake, Lyric Jackson, Naomi M. Ruffin, P. Salter, Haoran Li, C. Banks, Kayce Solari Williams

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引用次数: 3

摘要

本研究的目的是探讨学校对女学生的纪律处分是否与她们的种族背景和发展状况有关，以及这种关系是否因教师的种族/民族背景和纪律哲学而不同。从515名美国教育工作者中抽取样本，作者采用实验设计来检验教师的学科决策是否因学生的种族、学生的发展状况、教师的种族/民族背景和学科哲学而不同。结果表明，教师的种族/民族背景和纪律哲学是纪律严重度的最显著预测因素。讨论了学校纪律与黑人女孩未来研究的意义。

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Black Girls and School Discipline: The Role of Teacher’s Race, Pubertal Development, and Discipline Philosophy on Discipline Decisions

The purpose of this study was to examine whether school discipline sanctions issued to female students are attributed to their racial background and developmental status and if this relation differs by teacher’s racial/ethnic background and discipline philosophy. Drawing from a sample of 515 practicing educators from the United States, the authors used an experimental design to examine if teacher’s discipline decision-making differed by student’s race, student’s developmental status, and teacher’s racial/ethnic background and discipline philosophy. Results suggest that teacher’s racial/ethnic background and discipline philosophy were the most salient predictors of discipline severity. Implications for future research on school discipline and Black girls are discussed.

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来源期刊

Journal of Emotional and Behavioral Disorders Multiple-

CiteScore

4.10

自引率

10.50%

发文量

期刊介绍： The Journal of Emotional and Behavioral Disorders publishes quality scholarship related to individuals with emotional and behavioral disorders. Articles represent a wide range of disciplines, including counseling, education, early childhood care, juvenile corrections, mental health, psychiatry, psychology, public health, rehabilitation, social work, and special education. Articles on characteristics, assessment, prevention, intervention, treatment, legal or policy issues, and evaluation are welcome.