African American High School Students and Variability in Behavior across Classrooms

Autor/inn/en	Gregory, Anne; Thompson, Aisha R.
Titel	African American High School Students and Variability in Behavior across Classrooms
Quelle	In: Journal of Community Psychology, 38 (2010) 3, S.386-402 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-4392
DOI	10.1002/jcop.20370
Schlagwörter	African American Students; Student Behavior; Discipline; Low Achievement; Academic Achievement; Teachers; High School Students; At Risk Students; Behavior Problems; Teacher Student Relationship; Teacher Attitudes; Cooperation; Student Attitudes; Referral + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Student behaviour; Schülerverhalten; Disziplin; Unterdurchschnittliche Leistung; Schulleistung; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten; Co-operation; Kooperation
Abstract	Many African American adolescents who enter high school with low achievement are at-risk for being perceived as defiant and uncooperative by their classroom teachers. This generalized view of risk, however, offers little understanding of the differentiated behavior these students have with their teachers. The study followed 35 African American students, who have a history of low achievement, across multiple classrooms in their school day. Hierarchical linear modeling showed that there was greater variability in teacher-perceived defiance, cooperation, and office discipline referrals "within-student" compared with "between-students." This shows that individual students tended to be perceived differently across their teachers. Similarly, the study found that students also tended to differentiate their teachers. Students who reported unfair treatment with a particular teacher were more likely to receive a discipline referral and be perceived as defiant and uncooperative by that teacher. Implications for a strengths-based approach to classroom behavior are discussed. (Contains 1 figure and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10