R E Fish
Dados Biográficos
| ID | 5810 |
|---|---|
| NOME | R E Fish |
| PRENOMES | R E |
| SOBRENOME | Fish |
| ASSINATURA | FISH R E |
| AFILIAÇÕES | New York University |
| ORCID | 0000-0002-5720-021X |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAÇÕES | 123 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2011 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 7 |
Is my manager feeling threatened by me? Racial differences in content and activation of threat metastereotypes
Metastereotypes—an individual's or group's projection of what members of outgroups think about that individual or group (e.g., “I think they think I'm ignorant”)—are an important factor in intergroup interactions, particularly interracial interactions. Metastereotype content varies by race of the perceiver, yet research has not yet explained the mechanisms of this variation, nor has research determined how context might shape metastereotype activ…
Multilevel Intersectionality and the Deployment of Disability in Schools
Teacher perceptions of and decisions about students’ academic ability and behavior are key to the micro-level production and maintenance of inequality at the intersection of gender, race, and disability in schools, yet we know little about how these micro-level processes relate to meso-level features. Using an experimental survey design of 369 factorial vignettes, I tested for racial and gender differences in 276 teachers’ ratings of referral to …
Moving towards justice and equity
Stratified medicalization of schooling difficulties
How teachers form educational expectations for students
While schools are thought to use meritocratic criteria when evaluating students, research indicates that teachers hold lower expectations for students from disadvantaged backgrounds. However, it is unclear what the unique impact is of specific student traits on teacher expectations, as different traits are often correlated to one another in real life. Moreover, research has neglected the role of the institutional context, yet tracking procedures,…
A Multilevel Investigation into Contextual Reliability in the Designation of Cognitive Health Conditions among U.S. Children
Unreliable diagnoses (e.g., based on inconsistent criteria, subjective) may be inaccurate and even inequitable. This study uses an event history approach with yearly child- and school-level data from 378,919 children in a large urban school district in the southwestern United States between 2006–2007 and 2011–2012 to investigate contextual reliability in the designation of cognitive health conditions (e.g., autism, learning disabilities). This st…
A Multilevel Analysis of Statewide Disproportionality in Exclusionary Discipline and the Identification of Emotional Disturbance
Racial minority youth are disproportionally removed from their learning environment due to school discipline and placed in special education for emotional disturbance. These disparities continue to trouble families, educators, and policy makers, particularly within urban schools. Yet there is a paucity of research on how behavioral outcome disparities occur in different states. This study addresses this gap examining the extent and predictors of …
Standing Out and Sorting In
Schools differentially sort students into special education by race, though researchers debate the extent to which this is caused by racist school practices versus variation in student need due to other racial inequalities. I test the interaction between school-level racial composition and student-level race as a predictor of special education receipt. I find that as the proportion of White students increases, the risk of lower-status disabilitie…
The racialized construction of exceptionality
Reducing children's behavior problems through social capital
Is the Feeling Mutual? Examining Parent-Teacher Relationships in Low-Income, Predominantly Latino Schools
Strong parent-teacher relationships are critical to students’ academic success. Mismatches in parents’ and teachers’ perceptions of each other may negatively affect children’s outcomes. Using survey data collected from parents and teachers in 52 low-income, predominantly Latino schools, we explore subgroup variation in parents’ and teachers’ perceptions of their relationship, and we examine the potential of a school-based family engagement progra…
Differences between Hispanic and non-Hispanic families in social capital and child development
Standing Out and Sorting In
Schools differentially sort students into special education by race, though researchers debate the extent to which this is caused by racist school practices versus variation in student need due to other racial inequalities. I test the interaction between school-level racial composition and student-level race as a predictor of special education receipt. I find that as the proportion of White students increases, the risk of lower-status disabilitie…
A Multilevel Analysis of Statewide Disproportionality in Exclusionary Discipline and the Identification of Emotional Disturbance
Racial minority youth are disproportionally removed from their learning environment due to school discipline and placed in special education for emotional disturbance. These disparities continue to trouble families, educators, and policy makers, particularly within urban schools. Yet there is a paucity of research on how behavioral outcome disparities occur in different states. This study addresses this gap examining the extent and predictors of …
Differences between Hispanic and non-Hispanic families in social capital and child development
The racialized construction of exceptionality
Stratified medicalization of schooling difficulties
Reducing children's behavior problems through social capital
How teachers form educational expectations for students
While schools are thought to use meritocratic criteria when evaluating students, research indicates that teachers hold lower expectations for students from disadvantaged backgrounds. However, it is unclear what the unique impact is of specific student traits on teacher expectations, as different traits are often correlated to one another in real life. Moreover, research has neglected the role of the institutional context, yet tracking procedures,…
Differences between Hispanic and non-Hispanic families in social capital and child development
Is the Feeling Mutual? Examining Parent-Teacher Relationships in Low-Income, Predominantly Latino Schools
Strong parent-teacher relationships are critical to students’ academic success. Mismatches in parents’ and teachers’ perceptions of each other may negatively affect children’s outcomes. Using survey data collected from parents and teachers in 52 low-income, predominantly Latino schools, we explore subgroup variation in parents’ and teachers’ perceptions of their relationship, and we examine the potential of a school-based family engagement progra…
The racialized construction of exceptionality
Reducing children's behavior problems through social capital
A Multilevel Analysis of Statewide Disproportionality in Exclusionary Discipline and the Identification of Emotional Disturbance
Racial minority youth are disproportionally removed from their learning environment due to school discipline and placed in special education for emotional disturbance. These disparities continue to trouble families, educators, and policy makers, particularly within urban schools. Yet there is a paucity of research on how behavioral outcome disparities occur in different states. This study addresses this gap examining the extent and predictors of …
Standing Out and Sorting In
Schools differentially sort students into special education by race, though researchers debate the extent to which this is caused by racist school practices versus variation in student need due to other racial inequalities. I test the interaction between school-level racial composition and student-level race as a predictor of special education receipt. I find that as the proportion of White students increases, the risk of lower-status disabilitie…
A Multilevel Investigation into Contextual Reliability in the Designation of Cognitive Health Conditions among U.S. Children
Unreliable diagnoses (e.g., based on inconsistent criteria, subjective) may be inaccurate and even inequitable. This study uses an event history approach with yearly child- and school-level data from 378,919 children in a large urban school district in the southwestern United States between 2006–2007 and 2011–2012 to investigate contextual reliability in the designation of cognitive health conditions (e.g., autism, learning disabilities). This st…
How teachers form educational expectations for students
While schools are thought to use meritocratic criteria when evaluating students, research indicates that teachers hold lower expectations for students from disadvantaged backgrounds. However, it is unclear what the unique impact is of specific student traits on teacher expectations, as different traits are often correlated to one another in real life. Moreover, research has neglected the role of the institutional context, yet tracking procedures,…
Stratified medicalization of schooling difficulties
Moving towards justice and equity
Multilevel Intersectionality and the Deployment of Disability in Schools
Teacher perceptions of and decisions about students’ academic ability and behavior are key to the micro-level production and maintenance of inequality at the intersection of gender, race, and disability in schools, yet we know little about how these micro-level processes relate to meso-level features. Using an experimental survey design of 369 factorial vignettes, I tested for racial and gender differences in 276 teachers’ ratings of referral to …
Is my manager feeling threatened by me? Racial differences in content and activation of threat metastereotypes
Metastereotypes—an individual's or group's projection of what members of outgroups think about that individual or group (e.g., “I think they think I'm ignorant”)—are an important factor in intergroup interactions, particularly interracial interactions. Metastereotype content varies by race of the perceiver, yet research has not yet explained the mechanisms of this variation, nor has research determined how context might shape metastereotype activ…
Psychology (10 obras) · Sociology (10 obras) · Gender Studies (6 obras) · Developmental psychology (5 obras) · Early Childhood Education and Development (5 obras) · Education Discipline and Inequality (5 obras) · Parental Involvement in Education (5 obras) · Political science (5 obras) · Social Psychology (5 obras) · Gender Studies (4 obras)