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Teachers' racialized anger: Implications for discipline disparities
Kamilah B Legette1, Andrew Supple2, Johari Harris3
1University of Denver, United States.
Journal of School Psychology
|July 28, 2023
Summary
Teachers feel more anger towards Black students than White students, influencing discipline. Teacher anger acts as a mediator, highlighting it as a key area for intervention to reduce racial bias in schools.
Area of Science:
- Educational Psychology
- Social Psychology
- Racial Bias Studies
Background:
- Racial bias in teacher discipline is evident, but activation processes are unclear.
- Understanding teacher emotional responses is crucial for addressing racialized discipline.
Purpose of the Study:
- Examine teachers' emotional responses to student misbehavior based on race.
- Investigate if teacher emotions mediate the link between student race and discipline.
Main Methods:
- Surveyed 228 U.S. teachers on emotional responses to student misbehavior scenarios.
- Analyzed emotional responses (anger vs. concern) by student race (Black vs. White).
- Used mediation analysis to assess the role of teacher emotions.
Main Results:
- Teachers reported 71% more anger than concern for Black students versus White students.
- Teacher anger significantly mediated the relationship between student race and disciplinary actions.
- Emotional responses, specifically anger, are a key mechanism linking race to discipline.
Conclusions:
- Teacher anger towards Black students is a significant factor in racialized discipline.
- Addressing teacher anger is a potential intervention point to mitigate racial bias in schools.
- Findings underscore the importance of emotional regulation in teacher training.
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