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Diagnosing behavior-disordered early adolescents as a function of cultural differences
Adolescence
|January 1, 1984
Summary
Non-Indian teachers did not significantly overrate American Indian children as behaviorally disordered compared to non-Indian children. This study examined teacher bias in behavioral disorder ratings for early adolescents.
Area of Science:
- Educational Psychology
- Cross-Cultural Psychology
- Child Development
Background:
- Teacher bias can impact student evaluations.
- Previous observations suggest potential disparities in rating American Indian students.
Purpose of the Study:
- To investigate whether non-Indian teachers disproportionately label American Indian early adolescents as behaviorally disordered compared to their non-Indian peers.
Main Methods:
- A quantitative approach was used.
- Observed ratings of behaviorally disordered students by non-Indian teachers were compared to expected frequencies.
- A chi-square test was employed for statistical analysis.
Main Results:
- The chi-square test yielded no statistically significant difference (χ² = 2.04, df = 1, p > .05).
- There was no significant tendency for non-Indian teachers to rate American Indian students as behaviorally disordered more often than similarly behaving non-Indian students.
Conclusions:
- The findings do not support the hypothesis of biased behavioral disorder ratings by non-Indian teachers towards American Indian early adolescents.
- This suggests that, in this specific context, teacher bias in behavioral disorder identification may not be as prevalent as sometimes assumed.