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

Sarah C Wymer; Catherine M Corbin; Amanda P Williford

doi:10.1016/j.jsp.2021.10.003

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

J Sch Psychol. 2022 Feb:90:33-42. doi: 10.1016/j.jsp.2021.10.003. Epub 2021 Nov 11.

Authors

Sarah C Wymer¹, Catherine M Corbin², Amanda P Williford³

Affiliations

¹ Center for Advanced Study of Teaching and Learning, University of Virginia, USA. Electronic address: scw2wf@virginia.edu.
² School Mental Health Assessment, Research, and Training (SMART) Center, University of Washington, USA.
³ Center for Advanced Study of Teaching and Learning, University of Virginia, USA.

PMID: 34969486
DOI: 10.1016/j.jsp.2021.10.003

Abstract

In preschool, Black children are overrepresented in percentages of children suspended or expelled. Teachers' perceptions of and responses to children displaying disruptive behavior may be different depending on the race of the teacher and child. Although teacher-child race match is associated with a number of outcomes in K-12 students, research examining these links in preschool is limited. This study examined whether teachers' reported trajectories of children's disruptive behavior and use of discipline practices varied depending on teacher and child race in a sample of 349 preschoolers and their 144 teachers. Results indicated that teacher and child race were associated with teachers' ratings of children's disruptive behavior and reported use of exclusionary discipline practices.

Keywords: Disruptive behavior; Exclusionary discipline; Preschool; Race.

Publication types

Research Support, U.S. Gov't, Non-P.H.S.

MeSH terms

Child
Child Behavior
Child, Preschool
Educational Status
Humans
Problem Behavior*
School Teachers
Schools
Students