The Disproportionality Dilemma: Patterns of Teacher Referrals to School Counselors for Disruptive Behavior

被引：46

作者：

Bryan, Julia ^{[1
]}

Day-Vines, Norma L. ^{[2
]}

Griffin, Dana ^{[3
]}

Moore-Thomas, Cheryl

机构：

[1] Univ Maryland, Dept Counseling Higher Educ & Special Educ, College Pk, MD 20742 USA

[2] Virginia Tech, Counseling Educ Program, Blacksburg, VA USA

[3] Univ N Carolina, Sch Counseling Program, Chapel Hill, NC USA

来源：

JOURNAL OF COUNSELING AND DEVELOPMENT | 2012年 / 90卷 / 02期

关键词：

disproportionality; teacher referrals; school discipline practices; racial disparity; school counseling; AFRICAN-AMERICAN; ACHIEVEMENT GAP; MINORITY-STUDENTS; DISCIPLINE GAP; EXPECTATIONS; CLASSROOM; OVERREPRESENTATION; INTERVENTION; METAANALYSIS; PERCEPTIONS;

D O I：

10.1111/j.1556-6676.2012.00023.x

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

Disproportionality plagues schools nationwide in special education placement, dropout, discipline referral, suspension, and expulsion rates. This study examined predictors of teacher referrals to school counselors for disruptive behavior in a sample of students selected from the Educational Longitudinal Study 2002 (National Center for Education Statistics, n.d.). Findings demonstrated that students race predicted English teacher referrals; students gender, previous disciplinary infractions, and teachers postsecondary expectations for students predicted English and math teacher referrals. Implications for practice, policy, and research are discussed.

引用

页码：177 / 190

页数：14

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