Kunesh, C. E., & Noltemeyer, A. (2015). Understanding disciplinary disproportionality: Stereotypes shape pre-service teachers beliefs about black boys behavior. Urban Education, 1-28.
Abstract The disproportionate discipline of Black male students is a pervasive problem in U.S. schools. To examine the role of stereotypes in disciplinary disproportionality, pre-service teachers were randomly assigned to read a vignette about a defiant student. Those who read a vignette about a Black student believed that the student was more likely to misbehave in the future, compared with those who read a vignette about a White student. These findings suggest that some teachers attribute the misbehavior of Black male students to more stable causes, which may lead them to alter their behavior toward these students.
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