Teacher race, student race, and the behavior problem checklist
Teacher race, student race, and the behavior problem checklist
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教师种族、学生种族和行为问题清单
DOI：
10.1007/bf00916025
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发表时间：
1975
影响因子：
3.6
通讯作者：
Ronald C. Eaves
中科院分区：
文献类型：
--
作者：
Ronald C. Eaves
对458名四年级和五年级男孩进行了调查，以确定行为问题检查表的分数是否因教师或学生的种族而有系统的变化。对行为问题、不足、不成熟和社会化犯罪数据的分析表明，与黑人教师的评分相比，白人教师表现出强烈的倾向，认为黑人儿童更不正常，而白人儿童更不正常。黑人教师的评分并不因学生的种族而异。在人格问题方面，没有发现任何变量之间的差异。讨论了对结果的可能解释，以及在该领域使用行为问题检查表的含义。
The ratings of 458 fourth- and fifth-grade boys were investigated to determine whether or not scores on the Behavior Problem Checklist vary systematically with teacher or student race. Analyses of the data for conduct problems, inadequacyimmaturity, and socialized delinquency indicated that white teachers demonstrate a strong tendency to rate black children as more deviant and white children as less deviant when contrasted with the ratings of black teachers. The ratings of black teachers were found not to vary with student race. No differences among any of the variables were found with regard to personality problems. Possible explanations for the results are discussed, along with implications for the use of the Behavior Problem Checklist in the field.