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The authors investigated the relationships between cognitive, motivational, and emotional variables across Hispanic and White students to predict mathematics performance. A theoretically based structural model fit a total sample of 666 4th-to 10th-grade students well, supporting that self-efficacy, sources of self-efficacy, and emotional feedback were all stronger predictors of mathematics performance than general mental ability. Tests of the structural model across ethnicity suggested a good fit for the White sample but not for the Hispanic sample. However, the majority of the associations in the White model were not significant. Because the model positing relationships among motivational and cognitive variables has been well established, the findings indicated that the inclusion of emotional feedback made it more complicated.

Background: For decades, Black students have been more likely to be suspended than their White peers despite any evidence suggesting they are more likely to misbehave. This research builds on critical race theory and social justice leadership to explore and contextualize leadership practice as it relates to the racial discipline gap. Purpose: The purpose of this article is to understand how race and school context contribute to the ways principals enact discipline. Findings: Our study highlights the manner in which principals serve as key disciplinary decision makers, advocates, and intermediaries between districts, teachers, students, and families. Overall, some principals described enacting what could be called harsh punishment in the name of neutrality, consistency, and/or racial bias, while others described resisting institutional racism, challenging the status quo, and engaging in disciplinary approaches that address antecedents to misconduct and teach students about their behavior. Conclusion: These findings suggest that principal preparation programs must support students in identifying and exploring the systematic racism operating broadly in their districts and locally in their schools.

This meta-analysis examined the peer rating sociometric research on students with learning disabilities. Seventeen studies yielded 37 effect sizes calculated in three ways: Glass's (1977) effect size (g) standardized by using the standard deviation of the control group, Hunter and Schmidt's (1990) effect size ((f) standardized by using the pooled within-groups standard deviation, and Hedges and Olkin's (1985) unbiased effect size {d). The mean g was -.69; the mean d was -.66, and the mean d was -.64, all of which indicate that pupils with learning disabilities have lower sociometric status when compared with their nonhandicapped counterparts. The moderator variables of ratee gender, grade level, research design, and sociometric scale type did not have an influence on effect size. The variable of rater gender, however, did moderate effect size. Future within-group sociometric research identifying behavioral profiles of students with learning disabilities classified into different status groups is recommended.Research on children's social difficulties has been extensive both for nonhandicapped students as well as for pupils with learning disabilities. The purpose of this study is (a) to provide an overview of this research, (b) to conduct a critical analysis of Swanson and Malone's (1992) meta-analytic study investigating the social acceptance of pupils with learning disabilities (LD), and (c) to conduct a meta-analysis of peer rating sociometric research on students with LD addressing the concerns pertaining to the Swanson and Malone (1992) study and using unbiased effect size alternatives frequently reported in meta-analytic research. Nonhandicapped Children's Social Difficulties ResearchPeer relationships are considered to be critical for healthy development (Apolloni & Cooke, 1975;Johnson, 1980). The importance of examining peer relations stems from a recognition of the relationship between poor social adjustment and a wide range of future maladjustment difficulties ((p. 357). Newcomb, Bukowski, and Patte's (1993) meta-analysis on the behavioral characteristics of nondisabled children across different sociometric status groups found that there was "consensus with respect to the relation between sociometric status and some domains of behavior" (p. 125). Children with Learning Disabilities/Social Difficulties Research"The wedding of social factors and learning disabilities," as coined by Bryan and Bryan (1990), is "now part and parcel of scholarly life in the field of learning disabilities" (p. 131). Several excellent reviews have been done on many social aspects of LD (e.g., Bruck, 1986; Kasik, Sabatino, & Spoentgen, 1987; Pearl, 1987; Perlmutter, 1986). This article focuses specifically on peer rating sociometric research. Approximately 20 years of peer rating sociometric research on children with LD has consistently shown that these students have lower peer status when compared with their nondisabled peers. Further evidence of the social difficulties of children with LD is substantiated by research with teache...