使用国家数据来了解解释种族差异的上下文因素和负面经历,以了解九年级男生和女生的学校不良行为
C J Appleton1, Dara Shifrer2, Cesar J Rebellon1
1George Mason University, Fairfax, VA, USA.
The Journal of early adolescence
|September 9, 2024
概括
学生的行为,特别是负面的成绩和教师的互动,强烈预测学校的不当行为. 这些因素充分解释了大多数群体的不当行为中的种族/种族差异,突出了个人经验与同行气候的差异.
科学领域:
- 教育心理学教育心理学
- 教育社会学教育的社会学
- 犯罪学 犯罪学
背景情况:
- 学校不良行为的种族/民族差异是一个重大问题.
- 以前的研究经常强调诸如同行气候之类的上下文因素.
- 了解学生行为和机构反应的潜在机制至关重要.
研究的目的:
- 调查将学生行为,教师互动和学校不良行为联系在一起的机制.
- 检查个人层面的因素如何解释学校不良行为中的种族/种族差异.
- 为了比较个体经验对错误行为的影响与上下文措施的影响.
主要方法:
- 来自2009年全国代表性的高中纵向研究数据的分析.
- 包括19160名九年级学生.
- 统计检查与学校不良行为有关的负面成绩和教师经验.
主要成果:
- 学生的负面成绩和教师的负面经验与学校的不良行为比上下文措施更密切相关.
- 这些个别因素完全解释了黑人男孩,拉丁裔男孩,黑人女孩的不良行为,与白人青年相比,亚洲青年的不良行为较低.
- 负面成就和经验的差异部分解释了拉丁裔女孩相对于白人女孩的不当行为.
结论:
- 学生的个人经历,特别是学业成绩和教师关系,是学校不良行为的关键驱动因素.
- 这些因素对于理解和解决学校纪律中的种族/民族差异至关重要.
- 未来的干预措施应考虑专注于提高学生的成绩和教师与学生的互动.
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