Multilevel Exploration of Factors Contributing to the Overrepresentation of Black Students in Office Disciplinary Referrals
Multilevel Exploration of Factors Contributing to the Overrepresentation of Black Students in Office Disciplinary Referrals
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DOI：
10.1037/a0018450
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发表时间：
2010-05-01
影响因子：
4.9
通讯作者：
Leaf, Philip J.
中科院分区：
文献类型：
--
作者：
Bradshaw, Catherine P.;Mitchell, Mary M.;Leaf, Philip J.
尽管人们越来越意识到少数族裔学生，尤其是黑人学生在纪律处分中所占比例过高，但现有的研究很少从实证角度考察可能导致这些差异的潜在因素。本研究采用多层次建模方法，考察儿童层面（例如，教师评定的破坏性行为问题）以及班级或教师层面（例如，教师的族裔、班级中的破坏性行为水平）可能导致少数族裔学生在办公室纪律处分转介（ODR）中比例过高的因素。数据来自21所小学381个班级的6988名儿童。分析表明，即使在控制了学生的教师评定行为问题水平、教师族裔和其他班级因素之后，黑人学生收到ODR的可能性仍显著高于白人学生。结果还表明，学生与其教师之间的族裔匹配并没有降低黑人学生被转介的风险。
Although there is increasing awareness of the overrepresentation of ethic minority students particularly Black students in disciplinary actions, the extant research has rarely empirically examined potential factors that may contribute to these disparities. The current study used a multilevel modeling approach to examine factors at the child (e.g., teacher-rated disruptive behavior problems) and classroom or teacher levels (e.g., teacher ethnicity, level of disruptive behavior in classroom) that may contribute to the overrepresentation of minority students in office disciplinary referrals (ODRs). Data come from 6,988 children in 381 classrooms at 21 elementary schools. The analyses indicated that even after controlling for the student's level of teacher-rated behavior problems, teacher ethnicity, and other classroom factors, Black students were significantly more likely than White students to receive ODRs. Results also suggested that ethnic match between students and their teachers did not reduce the risk for referrals among Black students.