Racial Bias, Social-Emotional Competence, and Teachers' Evaluation of Student Behavior

Autor/inn/en	Ura, Sarah K.; d'Abreu, Ana
Titel	Racial Bias, Social-Emotional Competence, and Teachers' Evaluation of Student Behavior
Quelle	In: Children & Schools, 44 (2022) 1, S.17-26 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1532-8759
DOI	10.1093/cs/cdab028
Schlagwörter	Racial Bias; Interpersonal Competence; Emotional Development; Social Development; Teacher Attitudes; Student Evaluation; Referral; Discipline; Student Behavior; Behavior Problems; African American Students; Males; Probability; Counseling; Cultural Relevance; Trauma; School Social Workers + Suchen Sie Ihr Suchwort? Racial discrimination; Rassismus; Interpersonale Kompetenz; Gefühlsbildung; Soziale Entwicklung; Lehrerverhalten; Schulnote; Studentische Bewertung; Disziplin; Student behaviour; Schülerverhalten; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Counselling; Beratung; Social work in school; Schulsozialarbeiter
Abstract	Children of color are disproportionately referred for discipline in schools and subsequently receive harsher punishments than their peers. Teachers' implicit bias has been identified as a possible source of these disparities, particularly for Black boys. However, teachers' social--emotional competence (SEC) may mitigate biased responses to Black students' behavior and make them likely to interpret concerning or disruptive behavior as a need for counseling rather than discipline referral. This study examined the effect of teachers' SEC (rated high, medium, or low) on the likelihood of referring a student for counseling, given a student's race, with a sample of 164 teachers. Results showed that teachers may have racial bias regardless of their level of SEC, although it manifests differently depending on the type of student behavior. The article concludes with the discussion of the importance of a culturally responsive, trauma-informed approach to evaluation of student behavior, and implications for school social workers' practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01