African American high school students and variability in behavior across classrooms
Article first published online: 5 MAR 2010
© 2010 Wiley Periodicals, Inc.
Journal of Community Psychology
Volume 38, Issue 3, pages 386–402, April 2010
How to Cite
Gregory, A. and Thompson, A. R. (2010), African American high school students and variability in behavior across classrooms. J. Community Psychol., 38: 386–402. doi: 10.1002/jcop.20370
- Issue published online: 5 MAR 2010
- Article first published online: 5 MAR 2010
Many African American adolescents who enter high school with low achievement are at-risk for being perceived as defiant and uncooperative by their classroom teachers. This generalized view of risk, however, offers little understanding of the differentiated behavior these students have with their teachers. The study followed 35 African American students, who have a history of low achievement, across multiple classrooms in their school day. Hierarchical linear modeling showed that there was greater variability in teacher-perceived defiance, cooperation, and office discipline referrals “within-student” compared with “between-students.” This shows that individual students tended to be perceived differently across their teachers. Similarly, the study found that students also tended to differentiate their teachers. Students who reported unfair treatment with a particular teacher were more likely to receive a discipline referral and be perceived as defiant and uncooperative by that teacher. Implications for a strengths-based approach to classroom behavior are discussed. © 2010 Wiley Periodicals, Inc.