Using National Data to Understand the Contextual Factors and Negative Experiences that Explain Racial Differences in the School Misbehavior of Ninth Grade Boys and Girls
These videos have been matched automatically. Contact us if they are not relevant.
These videos have been matched automatically. Contact us if they are not relevant.
View abstract on PubMed
Summary
This summary is machine-generated.Student behavior, particularly negative achievement and teacher interactions, strongly predicts school misbehavior. These factors fully explain racial/ethnic disparities in misbehavior for most groups, highlighting individual experiences over peer climate.
Area Of Science
- Educational Psychology
- Sociology of Education
- Criminology
Background
- Racial/ethnic disparities in school misbehavior are a significant concern.
- Previous research often emphasized contextual factors like peer climate.
- Understanding the underlying mechanisms of student behavior and institutional responses is crucial.
Purpose Of The Study
- To investigate the mechanisms linking student behavior, teacher interactions, and school misbehavior.
- To examine how individual-level factors explain racial/ethnic disparities in school misbehavior.
- To compare the influence of individual experiences versus contextual measures on misbehavior.
Main Methods
- Analysis of data from the nationally representative High School Longitudinal Study of 2009.
- Inclusion of 19,160 ninth-grade students.
- Statistical examination of negative achievement and teacher experiences in relation to school misbehavior.
Main Results
- Negative student achievement and negative teacher experiences are more closely linked to school misbehavior than contextual measures.
- These individual factors completely explain heightened misbehavior in Black boys, Latinx boys, Black girls, and lower misbehavior in Asian youth compared to White youth.
- Differences in negative achievement and experiences partially explain higher misbehavior in Latinx girls relative to White girls.
Conclusions
- Individual student experiences, specifically academic performance and teacher relationships, are key drivers of school misbehavior.
- These factors are critical for understanding and addressing racial/ethnic disparities in school discipline.
- Future interventions should consider focusing on improving student achievement and teacher-student interactions.
These videos have been matched automatically. Contact us if they are not relevant.
These videos have been matched automatically. Contact us if they are not relevant.
Related Concept Videos
Conduct disorder is a complex mental health diagnosis characterized by a repetitive and persistent pattern of behavior that violates societal norms, the rights of others, or age-appropriate rules. The diagnostic criteria for conduct disorder require the presence of at least three problematic behaviors within the past 12 months, with at least one occurring in the past six months. These behaviors are grouped into four categories: aggression toward people and animals; destruction of property;...
A modern form of aggression is bullying. As you learn in your study of child development, socializing and playing with other children is beneficial for children’s psychological development. However, as you may have experienced as a child, not all play behavior has positive outcomes. Some children are aggressive and want to play roughly. Other children are selfish and do not want to share toys. One form of negative social interactions among children that has become a national concern is...
The most basic experimental design involves two groups: the experimental group and the control group. The two groups are designed to be the same except for one difference— experimental manipulation. The experimental group gets the experimental manipulation—that is, the treatment or variable being tested—and the control group does not. Since experimental manipulation is the only difference between the experimental and control groups, we can be sure that any differences between...
Social-emotional experiences and cultural influences play significant roles in shaping gender development. During middle childhood, from ages 6 to 11, peer groups become dominant in reinforcing gender norms. Children in this age group often align with same-gender peer groups, which actively encourage behaviors that conform to traditional gender roles. For instance, boys may be discouraged from engaging in activities perceived as feminine, reinforcing culturally dictated norms about masculinity...
Humans are very diverse and although we share many similarities, we also have many differences. The social groups we belong to help form our identities (Tajfel, 1974). These differences may be difficult for some people to reconcile, which may lead to prejudice toward people who are different. Prejudice is a negative attitude and feeling toward an individual based solely on one’s membership in a particular social group (Allport, 1954; Brown, 2010). Prejudice is common against people who...
In the field of psychology, there are several ways to organize measurements of a trait, feature, or characteristic (i.e., variables). Qualitative data, such as ethnicity, can be tabulated into a frequency count to provide information about the proportion, as well as the variety of groups in a sample or population. On the other hand, researchers can perform a wider set of calculations on quantitative data. The mean, mode, and median, for instance, are central tendency measures to identify a...