Understanding Disciplinary Disproportionality: Stereotypes Shape Pre-Service Teachers' Beliefs About Black Boys' Behavior

《Understanding Disciplinary Disproportionality: Stereotypes Shape Pre-Service Teachers' Beliefs About Black Boys' Behavior》

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关键字: discipline policies; low expectations; urban education; African American students; Black males; pre-service teachers; AFRICAN-AMERICAN; SCHOOL DISCIPLINE; IMPLICIT BIAS; GAP; STUDENTS; RACE; OVERREPRESENTATION; DISCRIMINATION; METAANALYSIS; PUNISHMENT

作者单位: [Kunesh, Claire E.] Univ Calif Berkeley, Grad Sch Educ, Human Dev, Berkeley, CA 94720 USA. [Noltemeyer, Amity] Miami Univ, Sch Psychol Program, Oxford, OH 45056 USA. Kunesh, CE (reprint author), Univ Calif Berkeley, Grad Sch Educ, 4511 Tolman Hall, Berkeley, CA 94720 USA. E-Mail: clairekunesh@berkeley.edu

摘要: The disproportionate discipline of Black male students is a pervasive problem in U.S. schools. To examine the role of stereotypes in disciplinary disproportionality, pre-service teachers were randomly assigned to read a vignette about a defiant student. Those who read a vignette about a Black student believed that the student was more likely to misbehave in the future, compared with those who read a vignette about a White student. These findings suggest that some teachers attribute the misbehavior of Black male students to more stable causes, which may lead them to alter their behavior toward these students.