The influence of race and ethnicity on teachers' perceptions of student behavior

Abstract

This study addresses the over representation of African American students in special education with labels of emotional or behavioral disorders (EBD). The research addressed the question of whether teachers perceive student behavior differently if the race or cultural characteristics of the described student varies. Teachers were asked to read one of the versions of a vignette that varied the described student?s race and culture, and rate the student?s behavior. In addition, teachers were asked if they felt there is a problem of over representation in their schools, and how they would address cultural differences their students may bring to the classroom. No statistical difference was found between the teacher ratings of student behaviors, and most teachers indicated responsiveness to individual differences in the classroom, including racial and cultural differences. However, the study is severely limited by a low response rate, as well as limitations due to similarities in respondent characteristics. Future research should widen the respondent pool in order to address differences in perception that may arise from respondent race, culture, gender, or geographical location.