A window into racial and socioeconomic status disparities in preschool disciplinary action using developmental methodology.
behavioral observations
early childhood education and care
preschool
race and socioeconomic status disparities
school discipline
Journal
Annals of the New York Academy of Sciences
ISSN: 1749-6632
Titre abrégé: Ann N Y Acad Sci
Pays: United States
ID NLM: 7506858
Informations de publication
Date de publication:
02 2022
02 2022
Historique:
revised:
12
08
2021
received:
03
02
2021
accepted:
19
08
2021
pubmed:
24
9
2021
medline:
11
3
2022
entrez:
23
9
2021
Statut:
ppublish
Résumé
There are large differences in expulsions and suspensions on the basis of race starting in preschool and divergent explanations for their cause. The current study explores how developmental methodology can shed light on this vexing issue. We leverage two measures: (1) childcare provider complaints about children's behavior and their recommended disciplinary action (measured by parent report); and (2) observed disruptive behavior measured by a laboratory-based standardized observation tool, the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS), among a large, sociodemographically diverse sample of children (n
Identifiants
pubmed: 34554578
doi: 10.1111/nyas.14687
pmc: PMC10127520
mid: NIHMS1887643
doi:
Types de publication
Clinical Trial
Journal Article
Research Support, N.I.H., Extramural
Research Support, U.S. Gov't, Non-P.H.S.
Langues
eng
Sous-ensembles de citation
IM
Pagination
123-136Subventions
Organisme : NIMH NIH HHS
ID : R01 MH082830
Pays : United States
Organisme : NIMH NIH HHS
ID : U01 MH082830
Pays : United States
Organisme : NIMH NIH HHS
ID : U01 MH090301
Pays : United States
Informations de copyright
© 2021 New York Academy of Sciences.
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