Gregory Anne, Weinstein Rhona S
University of Virginia, 147 Ruffner Hall, Charlottesville, VA 22903, USA.
J Sch Psychol. 2008 Aug;46(4):455-75. doi: 10.1016/j.jsp.2007.09.001. Epub 2007 Oct 24.
African Americans are over-represented in school suspensions, yet little is known about the underlying contributing dynamics. Study 1 reviewed a high school's annual discipline data and 442 students referred for defiance. African Americans were over-represented in referrals for defiance and most students received referrals from one or several teachers. This suggests that defiance referrals are specific to the classroom situation. Examining the situational specificity of referrals, Study 2 used repeated measures and multilevel modeling with a sub-sample of 30 African American students. Attendance, grades, and teacher reports showed that students behaved more defiantly and less cooperatively with teachers perceived as having untrustworthy authority. Predictors of African American student trust in teacher authority included teacher caring and high expectations, offering implications for lowering the discipline gap.
非裔美国人在学校停学处分中所占比例过高，但对于其背后的影响因素却知之甚少。研究1回顾了一所高中的年度纪律数据以及442名因违抗行为被转介的学生情况。非裔美国人在因违抗行为被转介的学生中所占比例过高，且大多数学生收到了一位或几位教师的转介。这表明因违抗行为被转介的情况与课堂情境有关。研究2通过对30名非裔美国学生的子样本进行重复测量和多层次建模，研究了转介的情境特异性。出勤情况、成绩和教师报告显示，学生在面对被认为具有不可信权威的教师时，表现出更具违抗性且合作性更低。非裔美国学生对教师权威信任的预测因素包括教师的关怀和高期望，这为缩小纪律差距提供了启示。
