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ERIC Number: EJ1255088
Record Type: Journal
Publication Date: 2018
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0749-4025
EISSN: EISSN-2376-6670
Good Classroom Management for Ethnic Minority Students? A Comparison of the Strategies That Preservice and Inservice Teachers Use to Respond to Student Misbehavior
Hannah Kleen; Sabina Glock
Journal of Classroom Interaction, v53 n2 p4-20 2018
Teachers respond differently to the misbehavior of ethnic minority students as compared with that of ethnic majority students. This finding can be traced back to teachers' stereotype-driven cognitions and behavior. Moreover, preservice teachers have been shown to apply harsher interventions in response to student misbehavior than inservice teachers. In a quasi-experimental study, we found that inservice teachers' responses were less severe than preservice teachers' responses to student misbehavior. Even more interesting, preservice teachers' interventions were ethnically biased, whereas inservice teachers' interventions did not differ by students' ethnic origins. The findings are discussed with respect to consequences for teacher education.
University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A