Understanding Disciplinary Disproportionality: Stereotypes Shape Pre-Service Teachers’ Beliefs About Black Boys’ Behavior

《Understanding Disciplinary Disproportionality: Stereotypes Shape Pre-Service Teachers’ Beliefs About Black Boys’ Behavior》

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关键字: discipline policies, low expectations, urban education, African American students, Black males, pre-service teachers

作者单位: 1University of California, Berkeley, CA, USA;2Miami University, Oxford, OH, USA

摘要: The disproportionate discipline of Black male students is a pervasive problem in U.S. schools. To examine the role of stereotypes in disciplinary disproportionality, pre-service teachers were randomly assigned to read a vignette about a defiant student. Those who read a vignette about a Black student believed that the student was more likely to misbehave in the future, compared with those who read a vignette about a White student. These findings suggest that some teachers attribute the misbehavior of Black male students to more stable causes, which may lead them to alter their behavior toward these students.