Zimmerman R S, Khoury E L, Vega W A, Gil A G, Warheit G J
Department of Behavioral Medicine, University of Kentucky, Lexington 40536-0086, USA.
Am J Community Psychol. 1995 Apr;23(2):181-97. doi: 10.1007/BF02506935.
A multiracial/multiethnic sample of middle school adolescents and their teachers was used to assess whether teacher ratings of student behavior problems varied according to teacher-student racial/ethnic differences and students' perception of teachers' attitudes toward them. No significant mean score differences were found for Hispanic or non-Hispanic white students according to the race/ethnicity of the teachers doing the ratings. However, African American students rated by Hispanic and non-Hispanic white teachers had significantly higher mean total behavior problem scores than African American students rated by African American teachers. Teacher ratings were also compared to those made by parents. The percentage of students rated as cases by teachers but not by parents differed significantly by race/ethnicity of student. Other findings indicated highly significant relationships between student-perceived teacher disparagement and the assignment of high behavior problem scores to students by teachers.
一项针对中学生及其教师的多种族/多民族样本被用于评估教师对学生行为问题的评分是否因师生种族/民族差异以及学生对教师态度的认知而有所不同。根据进行评分的教师的种族/民族，西班牙裔或非西班牙裔白人学生的平均得分没有显著差异。然而，由西班牙裔和非西班牙裔白人教师评分的非裔美国学生的平均总行为问题得分显著高于由非裔美国教师评分的非裔美国学生。教师评分也与家长的评分进行了比较。被教师评为有问题但未被家长评为有问题的学生比例因学生的种族/民族而有显著差异。其他研究结果表明，学生所感知到的教师贬低与教师给学生评定的高行为问题分数之间存在高度显著的关系。
