Good” and “Bad” Kids? A Race and Gender Analysis of Effective Behavioral Support in an Elementary School

Bibliographic Data

ID10855622
AuthorsJanelle M Silva (0000-0002-4606-1795, University of Washington Bothell), Regina Day Langhout (0000-0001-9607-8539, University of California, Santa Cruz), Danielle Kohfeldt (0000-0001-7219-5618, University of California, Santa Cruz), Edith Gurrola (University of California, Santa Cruz)
Year2015
Volume50
Issue7
Pages787-811
Publication date2015-10-01
Open AccessYes
TypeARTICLE
VenueUrban Education (JOURNAL)
Journal identifiersISSN: 0042-0859 • E-ISSN: 1552-8340
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/0042085914534859
OpenAlexW2122091842
LanguageEN
Citations received4
References cited42

Using 8,265 positive behavior cards and 544 conduct reports for 244 students, regressions of how race and gender influence the allocation of punishments or rewards for students at a New England elementary school with an Effective Behavioral Support (EBS) program were examined. Girls were most likely to receive a positive behavior card for respectful actions and white students were most likely to receive a positive card for safe behavior. Boys and Black students were more likely to receive a conduct report for “bad” behavior than girls and white students. Implications regarding race and gender bias in behavior-based programs are discussed

Black male · Developmental psychology · Ethnic group · Pedagogy · Race (biology) · Racial bias · Racial differences · Report card · White (mutation) · Behavioral and Psychological Studies · Child and Adolescent Psychosocial and Emotional Development · Education Discipline and Inequality · Gender Studies · Psychology · Social Psychology

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