Using Conjoint Analysis to Examine Bias in Referral to a Behavior Intervention Program

Autor/inn/en	Noltemeyer, Amity; Kunesh, Claire; Harper, Erin; Davis, Darrel R.
Titel	Using Conjoint Analysis to Examine Bias in Referral to a Behavior Intervention Program
Quelle	In: Psychology in the Schools, 58 (2021) 1, S.89-106 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Noltemeyer, Amity)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22437
Schlagwörter	Referral; Behavior Modification; Intervention; African American Students; Student Behavior; Racial Bias; Predictor Variables; Preservice Teachers + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Student behaviour; Schülerverhalten; Racial discrimination; Rassismus; Prädiktor
Abstract	Research in the United States suggests that teachers view Black students' misbehavior as more likely to reoccur, but such research has not disentangled the effect of race from related factors. We used conjoint analysis to experimentally test the effect of multiple student characteristics on the chances of being referred for a behavior intervention program. Although preservice teacher participants were not more likely to refer Black students, they were more likely to refer students who had lower grades, lived in poverty, lived with a single mother, and had been retained. We interpret these results and highlight directions for future research and practice. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01