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ERIC Number: EJ827510
Record Type: Journal
Publication Date: 2009-Feb
Pages: 13
Abstractor: As Provided
Reference Count: 39
ISSN: ISSN-0033-3085
Racial and Emotional Factors Predicting Teachers' Perceptions of Classroom Behavioral Maladjustment for Urban African American Male Youth
Thomas, Duane E.; Coard, Stephanie I.; Stevenson, Howard C.; Bentley, Keisha; Zamel, Pamela
Psychology in the Schools, v46 n2 p184-196 Feb 2009
The present study investigated the predictive influence of students' reactive emotional coping and racial socialization experiences on teachers' perceptions of classroom behavior adjustment problems. Participants were 148 African American male youth attending a secondary school in a large northeastern city. Behavioral outcomes included teacher ratings of student behavioral overactivity in different classroom situations. Results using hierarchical regression analyses show that measures of social rejection sensitivity, anger expression, and racial socialization predict teacher-observed behavioral overactivity, with overt anger expression being the most powerful predictor. Findings suggest that racial socialization and particular styles of emotional coping are important determinants for teachers' impressions of classroom behavior for some African American adolescent males. Implications for future research and interventions with African American male youth in urban secondary schools are discussed. (Contains 3 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A