Teachers' choice of punishment as a function of a student's gender, age, race, and IQ level

Wooldridge, Peter; Richman, Charles L.

doi:10.1016/0022-4405(85)90031-7

Cited by 19 publications

(10 citation statements)

References 36 publications

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“…Teachers, particularly female teachers, are often uncomfortable with students with robust male-typical behavior (Backe-Hansen and Ogden, 1996;Hyun and Tyler, 1999;Rong, 1996;Taylor et al, 2001;Woolridge and Richman, 1985;Yen and Ipsa, 2000). Unfortunately they sometimes handle their discomfort by inappropriately and unnecessarily suspending or expelling them from school, or treating them as if they had conduct/behavior disorders.…”

Section: Male-typical Behavior Patternsmentioning

confidence: 97%

The case for individualizing behavior management approaches in inclusive classrooms

Grossman¹

2005

Emotional and Behavioural Difficulties

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Section: Male-typical Behavior Patternsmentioning

confidence: 97%

The case for individualizing behavior management approaches in inclusive classrooms

Grossman¹

2005

Emotional and Behavioural Difficulties

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“…For example, teachers were asked (a) if the child described in each vignette needed to be referred for mental health services, and (b) which type of psychological or academic intervention would be most helpful for the child. Having a clearer understanding of which specific services are judged to be appropriate is important because there is evidence that girls' emotional and behavioral problems may be mistaken for academic difficulties and that girls with such problems are referred inappropriately for academic interventions (Wooldridge & Richman, 1985).…”

Section: B Oys Are More Likely Thanmentioning

confidence: 99%

Understanding Gender Differences in Referral of Children to Mental Health Services

Green

Clopton

Pope

1996

Journal of Emotional and Behavioral Disorders

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In this study, gender differences in the referral of children to mental health services were investigated.A total of 135 first-, second', and third-grade teachers read vignettes describing girls and boys with either externalizing or internalizing problems, and then evaluated the child described in each vignette concerning possible referral for mental health services. Results of this study identified three factors that help explain gender differences in referral. First, teachers are more likely to believe that boys need referral because boys tend to have the types of problems (externalizing) that teachers regard as being more in need of referral. Second, teachers are generally less likely to regard a child with problems as needing referral if that child is doing well academically (a pattern more common for girls). Third, teachers are less likely to believe that girls need referral because they are more optimistic that girls with problems will improve as they mature and that internalizing problems (the type girls tend to have) will improve through maturation. The implications of these findings for teacher training are discussed.

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“…The literature is extensive in the area of school discipline and in the existence of racial, gender, and socioeconomic factors that affect school discipline referrals. Consistently, researchers have found that minorities are disproportionately represented in the administration of school discipline (for example, McCarthy and Hoge, 1987;McFadden and Marsh, 1992; Raffaele Mendez and Knoff, 2003;Skiba, Peterson, and Williams, 1997;Skiba et al, 2002;Thornton and Trent, 1988;Wooldridge and Richman, 1985;Wu et al, 1982). In addition, there is a substantial literature on the connection between the race of teachers and student performance, most notably regarding grades and test scores (for example, Bahr and Fuchs, 1991;Beady and Hansell, 1981;Dee, 2005;Ferguson, 1998;Goebes and Shore, 1975;Hinojosa, 2008;Prieto andZucker, 1981;Sheets, 1996;Taylor, Gunter, and Slate, 2001).…”

mentioning

confidence: 91%

Race, Gender, School Discipline, and Human Capital Effects

Jordan

Anil

2009

J. Agric. Appl. Econ.

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Noncognitive factors such as discipline (and its mirror, punishment in the form of discipline referrals) can affect school and labor market outcomes, human capital development, and thus the economic well-being of communities. It is well-known throughout the United States, but particularly in rural areas of the south that black males drop out of school more frequently than white males, face higher levels of unemployment, and are incarcerated at a disproportionate rate compared with their white cohorts. Also students in low-income homes were three times more likely to drop out than those from average-income homes and nine times more likely than students from high-income homes. This paper tests the hypothesis that the odds of a student being referred for disciplinary action in the middle school setting (8th grade) increases if the student is male, black, in special education classes, or is poor. We conclude that is indeed the case, with the exception of students assigned to special education classes. In particular, we find that low income students are up to eight times more likely to be sent for disciplinary referrals than others. We next tested the hypothesis that the gender and race of the teachers who refer students for disciplinary action have a significant impact on the first hypothesis. Here the evidence that there is a "color to discipline" in this school district is weak.

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Teachers' choice of punishment as a function of a student's gender, age, race, and IQ level

Cited by 19 publications

References 36 publications

The case for individualizing behavior management approaches in inclusive classrooms

The case for individualizing behavior management approaches in inclusive classrooms

Understanding Gender Differences in Referral of Children to Mental Health Services

Race, Gender, School Discipline, and Human Capital Effects

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