Literaturnachweis - Detailanzeige
Autor/inn/en | Noltemeyer, Amity; Kunesh, Claire; Harper, Erin; Davis, Darrel R. |
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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 |
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 |
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 |