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Related Experiment Videos

Racial differences on the Conners Teacher Rating Scale

J N Epstein1, J S March, C K Conners

  • 1Duke University Medical Center, Durham, North Carolina 27710, USA.

Journal of Abnormal Child Psychology
|June 20, 1998
PubMed
Summary

Teacher ratings of Black children showed higher externalizing behaviors than White children. Factor structures were similar across races, but differences emerged within gender, requiring further research into bias or actual behavioral variations.

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Area of Science:

  • Child Psychology
  • Educational Psychology
  • Psychometrics

Background:

  • The Conners Teacher Rating Scale (CTRS) is a widely used tool for assessing child behavior.
  • Understanding potential racial or ethnic differences in CTRS ratings is crucial for accurate assessment and intervention.
  • Previous research has indicated potential disparities in how teachers perceive and rate the behavior of children from different racial backgrounds.

Purpose of the Study:

  • To examine factor congruence and mean differences in Conners Teacher Rating Scale (CTRS) scores between African-American and Caucasian school children.
  • To investigate potential gender-specific differences in the factor structure of the CTRS across racial groups.
  • To explore whether observed mean differences in ratings are attributable to teacher bias or genuine behavioral variations.

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Main Methods:

  • Factor analyses were conducted separately for African-American and Caucasian males and females using CTRS data.
  • Comparison of factor structures across racial groups within each gender.
  • Analysis of mean differences in CTRS factor scores between racial groups, controlling for gender.

Main Results:

  • Factor analyses revealed similar underlying factors for the CTRS across African-American and Caucasian children for both males and females.
  • Specific differences in factor structure were noted: an 'Antisocial' factor emerged for Black males, and an 'Inattention' factor for White females.
  • Teachers consistently rated Black children higher than White children on factors associated with externalizing behaviors, irrespective of gender.

Conclusions:

  • The CTRS demonstrates reasonable factor congruence across racial groups, with some gender-specific variations.
  • Observed higher ratings of externalizing behaviors for Black children compared to White children warrant further investigation.
  • Future research should focus on discerning whether these rating discrepancies stem from teacher bias or reflect actual differences in classroom behaviors.