Teachers' racialized anger: Implications for discipline disparities.
Anger
Discipline
Race differences
Racial disparities
Teacher emotion
Journal
Journal of school psychology
ISSN: 1873-3506
Titre abrégé: J Sch Psychol
Pays: United States
ID NLM: 0050303
Informations de publication
Date de publication:
08 2023
08 2023
Historique:
received:
27
01
2022
revised:
22
08
2022
accepted:
11
05
2023
medline:
31
7
2023
pubmed:
29
7
2023
entrez:
28
7
2023
Statut:
ppublish
Résumé
The contribution of racial bias to teachers' racialized discipline practices is increasingly clear, but the processes by which these biases are activated are less well understood. This study examined teachers' emotional responses to students' misbehaviors by student race as well as whether teachers' emotional responses serve to mediate the association between student race and teachers' discipline practices. Results from a sample of 228 teachers in the United States indicated that teachers were 71% more likely to report feeling anger as compared to concern when they read about a potentially challenging behavior of a Black student as compared to a White student. Additionally, teachers' anger mediated the association between student race and discipline, suggesting teacher anger as a potential point of intervention for change.
Identifiants
pubmed: 37507189
pii: S0022-4405(23)00041-9
doi: 10.1016/j.jsp.2023.05.004
pii:
doi:
Types de publication
Journal Article
Research Support, Non-U.S. Gov't
Langues
eng
Sous-ensembles de citation
IM
Pagination
101221Informations de copyright
Copyright © 2023 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.