NotesFAQContact Us
Search Tips
ERIC Number: ED426155
Record Type: Non-Journal
Publication Date: 1997
Pages: 26
Abstractor: N/A
Reference Count: N/A
The Significance of African American Male Social Skills: Students with and without Disabilities.
Butler, Douglas M.
A disproportionately high number of minority students are referred by general education teachers for placement in special education. Teacher perception of social skills and problem behaviors of African American male students with and without identified disabling conditions was studied with 44 African American urban male students in grades 3, 4, and 5. They represented three placement designations: (1) mainstreamed learning disabled; (2) mainstreamed emotionally disturbed; and (3) general education nondisabled. Twenty-two general education teachers who were homeroom teachers for a special education and a general education student participated. Data were gathered through examiner interviews of student participants and teacher ratings of at least two of their students, one in special education and one in general education. A series of t-tests (p<0.05) and a correlation were calculated along with supplemental analyses to address the research questions. There was no significant difference in teacher ratings of nondisabled and emotionally disturbed students in either social skills or problem behaviors. While there were significant differences in teacher ratings of social skills of nondisabled versus learning disabled students, no significant differences were found when teachers rated nondisabled versus learning disabled students on problem behaviors. In addition, there were no significant relationships when comparing teacher versus student ratings of social skills across the three groups. Findings are discussed in relation to the literature on teacher perceptions of African American males. The usefulness of the Social Skills Rating System (F. Gresham and S. Elliott, 1990) for this population is also discussed. (Contains 2 tables and 22 references.) (SLD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A