title: The discipline gap and African Americans: defiance or cooperation in the high school classroom.
abstract: African Americans are over-represented in school suspensions, yet little is known about the underlying contributing dynamics. Study 1 reviewed a high school's annual discipline data and 442 students referred for defiance. African Americans were over-represented in referrals for defiance and most students received referrals from one or several teachers. This suggests that defiance referrals are specific to the classroom situation. Examining the situational specificity of referrals, Study 2 used repeated measures and multilevel modeling with a sub-sample of 30 African American students. Attendance, grades, and teacher reports showed that students behaved more defiantly and less cooperatively with teachers perceived as having untrustworthy authority. Predictors of African American student trust in teacher authority included teacher caring and high expectations, offering implications for lowering the discipline gap.
authors.affiliation: University of Virginia, 147 Ruffner Hall, Charlottesville, VA 22903, USA. agregory@virginia.edu
authors.forename: Anne
authors.initials: A
authors.lastname: Gregory
authors.forename: Rhona S
authors.initials: RS
authors.lastname: Weinstein
mesh_terms: D000293:Adolescent; D001741:Black or African American / Q000706:statistics & numerical data*; D019958:Attention Deficit and Disruptive Behavior Disorders / Q000208:ethnology*; D002648:Child; D003299:Cooperative Behavior; D005260:Female; D006801:Humans; D008297:Male; D012574:Schools; D012920:Social Behavior Disorders / Q000208:ethnology*; D012931:Social Environment