The relation between teacher and child race, teacher perceptions of disruptive behavior, and exclusionary discipline in preschool

Wymer, Sarah C.; Corbin, Catherine M.; Williford, Amanda P.

doi:10.1016/j.jsp.2021.10.003

Cited by 21 publications

(10 citation statements)

References 44 publications

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“…21,164 was passed in Chile forbidding schools to expel students who do not take their prescribed medication for ADHD, known as the 'Ritalin Law'. The findings of this study provide further evidence that supports this law, given the higher frequencies of early exclusionary school discipline practices that are known to 'push out' certain students in the medium and long term (Grinberg, 2020;Wymer et al, 2022).…”

Section: Discussionsupporting

confidence: 64%

Exploring disproportional use of exclusionary punitive practices by disability group: Evidence of higher disproportionality in low‐SES Chilean students with ADHD

López,

Allende,

Bosch

et al. 2023

Research in Spec Educ Needs

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Although inclusive education policies conflict with punitive discipline measures, inclusion in mainstream schools may coexist with or allow such exclusionary punitive discipline. In Latin America, however, there is scarce research on how punitive measures are distributed, and if and how they affect students with disabilities enrolled in regular school settings. The purpose of this study was to characterize the occurrence of punitive exclusionary practices among students with disabilities enrolled in mainstream schools. We analysed reports from a national sample of Chilean students (N = 447,697) and parents on the frequency of punitive exclusionary discipline practices to identify the contribution of individual, classroom and school factors to student exclusion from general education settings. Individual characteristics included different disability groups. Multilevel logistic regression results consistently showed that students with ADHD were more likely to receive disciplinary exclusions, both in primary and in high school, with an odds‐ratio increase from 30% to nearly 150%, with higher rates for low‐SES students with ADHD. These findings suggest that in Chile, student‐level factors of gender, class and disability are strongly associated with exclusionary punitive discipline in schools. We discuss the intersectional dynamics of gender, class, race and disability in disciplinary processes of exclusion.

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Section: Discussionsupporting

confidence: 64%

Exploring disproportional use of exclusionary punitive practices by disability group: Evidence of higher disproportionality in low‐SES Chilean students with ADHD

López,

Allende,

Bosch

et al. 2023

Research in Spec Educ Needs

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“…For instance, children of color in highly segregated areas may be more likely to have early childhood teachers and caregivers of their same race or from similar backgrounds (Paschall et al, 2020). Research has found that when early childhood educators and children are the same race, teachers are more likely to give students higher academic ratings (Downer et al, 2016;Redding, 2019) and may use fewer exclusionary discipline practices (Wymer et al, 2022). In this way, higher levels of segregation may have the potential to serve as a protective factor for children of color.…”

Section: Community Segregation and Children's Developmentmentioning

confidence: 99%

“…Further, being exposed to racial diversity at a young age may help counter racial prejudice and implicit bias later in life (Cloutier et al, 2014;Reid and Kagan, 2015). While some research suggests that higher levels of segregation may have the potential to serve as a protective factor for children of color, particularly if children's early childhood teachers are the same race as them (Downer et al, 2016;Redding, 2019;Wymer et al, 2022), the majority of the more segregated SABs in the Entropy model were disproportionately White neighborhoods. As such, it is difficult to speculate possible underlying mechanisms that may play a role in the association given this sample.…”

Section: Segregation Adds Another Element To School Readinessmentioning

confidence: 99%

Examining the association between neighborhood conditions and school readiness across low and highly segregated school attendance boundaries

Lenahan

LoCasale-Crouch²,

Chamberlain³

et al. 2022

Front. Educ.

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Neighborhood characteristics are well documented determinants of adolescent and adult health and well-being. One such neighborhood characteristic heavily explored in K-12 research is the role of residential segregation on educational outcomes. Surprisingly, little is known about how community conditions, as well as racial segregation, relate to children’s early school readiness. This is a critical gap in the field as children’s school readiness is a significant marker of school success, both in the short and long term. Thus, this study aimed to address this gap through examining statewide school readiness data and neighborhood opportunity resources related to early childhood development. Student-level readiness data from 84,720 kindergarteners collected through the 2019 Virginia Kindergarten Readiness Program were used to determine whether a student demonstrated school readiness skills. Community conditions surrounding a school were constructed using geospatial mapping of the 2015 School Attendance Boundary (SAB) Survey and Child Opportunity Index 2.0. This study then explored the role of neighborhood segregation in a SAB with student’s school readiness with three separate approaches (entropy, exposure, and share of racial/ethnic groups). A series of logit regression models were used to examine the relationship between community resources and the likelihood a student was school-ready and whether this relationship varied across low and highly segregated SABs. Results indicated that a student in a higher resourced community was more likely to be school ready than a similar student in a lower resourced community. Distribution of students by race/ethnicity across neighborhood resource levels was uneven. Specifically, Black and Hispanic children are overrepresented in lower resourced communities, and White and Asian children overrepresented in higher resourced ones. Further, in two out of three measures of segregation, results show significant variation between neighborhood resources and school readiness likelihood across different levels of segregation. Consistently, students within a more segregated (and particularly Segregated Black or Hispanic) SAB were more sensitive to changes in community resources than those in less segregated SAB. Program and policy implications are discussed.

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“…Although teacher ratings of children’s conduct problem behaviors in general (e.g., Hill et al, 2004; Kassing et al, 2019), and aggressive behavior in particular (Carbonneau et al, 2005; Hodgins et al, 2013; Verhulst et al, 1994; Whipp et al, 2019) have been found to have validity in predicting students’ long-term outcomes, and do so better than parent ratings, the potential for teacher bias in behavior ratings also exists. Teacher race has been found to affect their ratings of children’s behavior from the preschool years (Wymer et al, 2022; Yoder & Williford, 2019) through the later school years (Redding, 2019), with Black children found to have lower ratings of externalizing behavior problems when rated by Black teachers. In a related way, there is evidence that teachers’ racially biased perceptions of children’s disruptive behavior can lead to Black children receiving disproportionate discipline (Girvan et al, 2017; Okonofua & Eberhardt, 2015), and that teachers’ misperceptions of Black children’s behavior can be due in part to implicit biases (Girvan et al, 2017).…”

Section: Methodsmentioning

confidence: 99%

Intervention format and therapist–child agreement associated with therapeutic alliance and outcomes.

Lochman,

Laird,

McDaniel

et al. 2024

Journal of Consulting and Clinical Psychology

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Objective: The study examined the effects of therapeutic alliance (TA; relational bond, task collaboration) on externalizing behavior outcomes, how TA can operate differently when children are seen in individual versus group sessions, and how therapist-child disagreement in perceptions of TA affects outcomes. Method: Three hundred sixty children (Ages 9.2-11.8; 65% male; 78.1% Black) identified as having high rates of aggressive behavior by the fourth-grade teachers, and their 20 elementary schools were randomized to group versus individual delivery of the cognitive behavioral intervention, Coping Power. TA ratings were collected from children and therapists at mid and end of intervention using the Therapeutic Alliance Scale for Children. Teacher ratings of children's externalizing and internalizing behavior problems were collected prior to intervention and at 1-year follow-up after intervention using the Behavior Assessment System for Children. Results: Children receiving the intervention individually reported significantly higher trait-like levels of task collaboration than did children seen in groups. Independent of intervention format, higher trait-like levels of therapist-rated bond and task collaboration predicted reduced levels of externalizing problems, and higher trait-like levels of child-and therapist-rated task-collaboration and therapist-rated bond predicted reduced levels of internalizing problems. Differences between therapist and child reports of bond predicted weaker reductions in internalizing behavior for children seen in groups. Conclusions: It is essential to train therapists to develop and assess for TA by midintervention with children with aggressive behavior problems, especially if they are seen in small groups, and to determine if therapists may misperceive the strength of TA.What is the public health significance of this article? Therapeutic alliance affects outcomes for children with aggressive behavior and findings add to the strength of the evidence-base for cognitive behavioral intervention. Therapeutic alliance is stronger in individual delivery of intervention to these children. Group-based delivery likely requires intensive training to assist therapists to establish strong task collaboration.

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The relation between teacher and child race, teacher perceptions of disruptive behavior, and exclusionary discipline in preschool

Cited by 21 publications

References 44 publications

Exploring disproportional use of exclusionary punitive practices by disability group: Evidence of higher disproportionality in low‐SES Chilean students with ADHD

Exploring disproportional use of exclusionary punitive practices by disability group: Evidence of higher disproportionality in low‐SES Chilean students with ADHD

Examining the association between neighborhood conditions and school readiness across low and highly segregated school attendance boundaries

Intervention format and therapist–child agreement associated with therapeutic alliance and outcomes.

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