A window into racial and socioeconomic status disparities in preschool disciplinary action using developmental methodology
| Autor: | Terri J. Sabol, Jamilah Silver, Leoandra Onnie Rogers, Amelie Petitclerc, Lauren S. Wakschlag, Courtenay L. Kessler, Margaret J. Briggs-Gowan |
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| Rok vydání: | 2021 |
| Předmět: |
Male
Problem Behavior Schools General Neuroscience Disruptive behavior Mean age Hispanic or Latino School discipline Article White People General Biochemistry Genetics and Molecular Biology Developmental psychology Black or African American Race (biology) Disciplinary action Social Class History and Philosophy of Science Child Preschool Educational Status Humans Female Effects of sleep deprivation on cognitive performance Psychology Socioeconomic status |
| Zdroj: | Ann N Y Acad Sci |
| ISSN: | 1749-6632 0077-8923 |
| Popis: | There are large differences in expulsions and suspensions on the basis of race starting in preschool and divergent explanations for their cause. The current study explores how developmental methodology can shed light on this vexing issue. We leverage two measures: (1) childcare provider complaints about children's behavior and their recommended disciplinary action (measured by parent report); and (2) observed disruptive behavior measured by a laboratory-based standardized observation tool, the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS), among a large, sociodemographically diverse sample of children (n = 430; mean age = 4.79 years). We identified three latent class profiles on the basis of race/socioeconomic status (SES) and found disparities in childcare provider complaints based on profile membership. More specifically, children classified in the Black/Hispanic, poor and Black, nonpoor profiles both had significantly higher childcare provider complaints compared with children in the White/Hispanic, nonpoor profile. By contrast, there were no differences in observed disruptive behavior based on race/SES profiles. Finally, childcare provider complaints in preschool were associated with lower cognitive performance in elementary school, above and beyond observed disruptive behavior in preschool and race/SES profiles. Implications for classroom practice and contributions to the national debate on school disciplinary policies are discussed. |
| Databáze: | OpenAIRE |
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