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ERIC Number: EJ1155477
Record Type: Journal
Publication Date: 2017
Pages: 8
Abstractor: As Provided
ISSN: ISSN-0040-5841
Teacher Beliefs and the Overrepresentation of Black Students in Classroom Discipline
Gregory, Anne; Roberts, Gabrielle
Theory Into Practice, v56 n3 p187-194 2017
Racial disparities in teacher-issued office discipline referrals are less discussed than the well-documented suspension gaps. Discipline referrals, like suspension, can lead to lost instructional time. Although individuals are sent out of the classroom for a range of reasons, Black students, as a group, are at greater risk of being sent out than White students. In fact, studies have shown that when comparing students with similar characteristics, Black students remain at higher risk of being referred. In this article, we argue there is a need to raise teacher awareness about negative racial beliefs and the conditions under which those beliefs impact decision-making during discipline incidents. We further point out the need to foster teacher awareness about the power of positive beliefs in affecting student outcomes and the malleability of beliefs and disciplinary practices through intervention.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A