scholarly journals A test of racial disparities in principals’ disciplinary decisions in a national sample

2021 ◽  
Author(s):  
Shoshana Jarvis ◽  
Zoe Elina Ferguson ◽  
Jason Okonofua
Keyword(s):  
Black Students ◽  
Racial Disparities ◽  
White Students ◽  
Past Research ◽  
The United States ◽  
National Sample ◽  
Disciplinary Action ◽  
Access To Education ◽  
Black And White ◽  
Negative Impacts

Access to education is important for success as an adult. Exclusionary discipline (e.g., suspensions) reduces opportunities for students to complete their education and be strong candidates for future jobs. Black students face a disproportionately high risk of disciplinary action. Thus, it is important to understand when and how racial disparities in suspensions emerge in order to reduce their disproportionate negative impacts on Black students. Past research found racial disparities emerge after two misbehaviors among teachers and just a single misbehavior among assistant principals. The current research tests the generalizability of racial disparities in discipline from principals across the United States and a psychological process that potentially contributes to the racial disparities: their perception of their professional role relative to that of teachers. In this procedure and with a diverse sample, principals did not endorse significantly different amounts of discipline for Black and White students. We explore potential explanations of these null results in the discussion.

scholarly journals Racial disparities in school-based disciplinary actions are associated with county-level rates of racial bias

2019 ◽  
Vol 116 (17) ◽  
pp. 8255-8260 ◽  
Author(s):  
Travis Riddle ◽  
Stacey Sinclair
Keyword(s):  
United States ◽  
Black Students ◽  
Racial Disparities ◽  
White Students ◽  
Racial Bias ◽  
The United States ◽  
County Level ◽  
Black And White ◽  
Racial Biases ◽  
Using Data

There are substantial gaps in educational outcomes between black and white students in the United States. Recently, increased attention has focused on differences in the rates at which black and white students are disciplined, finding that black students are more likely to be seen as problematic and more likely to be punished than white students are for the same offense. Although these disparities suggest that racial biases are a contributor, no previous research has shown associations with psychological measurements of bias and disciplinary outcomes. We show that county-level estimates of racial bias, as measured using data from approximately 1.6 million visitors to the Project Implicit website, are associated with racial disciplinary disparities across approximately 96,000 schools in the United States, covering around 32 million white and black students. These associations do not extend to sexuality biases, showing the specificity of the effect. These findings suggest that acknowledging that racial biases and racial disparities in education go hand-in-hand may be an important step in resolving both of these social ills.

Active Living Education: Leveling the Playing Field for Black or African American Students

2021 ◽  
pp. 1-8
Author(s):  
Stacy Imagbe ◽  
Baofu Wang ◽  
Yang Liu ◽  
Jared Androzzi ◽  
Xiangli Gu ◽  
...  
Keyword(s):  
Physical Activity ◽  
African American ◽  
Black Students ◽  
Racial Disparities ◽  
Sedentary Behavior ◽  
White Students ◽  
The United States ◽  
Active Living ◽  
Playing Field ◽  
And Behaviors

Purpose: The purpose of this study was to examine the potential racial disparities in education for active living (i.e., regular participation in moderate to vigorous physical activity with mitigated and interrupted levels of sedentary behavior) between Black/African American and White students. Methods: The study took place in one public middle school located in the Southeastern region of the United States. A total of 167 Black and 168 White students in sixth, seventh, and eighth grades completed a written test and a survey in physical education to assess active living knowledge and behaviors, respectively. Results: Multivariate analysis of covariance and tests of between-subjects effects showed significant race differences. Specifically, Black students scored significantly lower on the knowledge test and reported lower levels of physical activity out of school, and higher levels of sedentary behavior than White students, after controlling for grade and gender. Conclusion: The results identified racial disparities in knowledge and behaviors of active living. Tailored, culturally relevant active living education in and out of schools are needed to level the playing field for Black students.

Race and Cultural Flexibility among Students in Different Multiracial Schools

2010 ◽  
Vol 112 (6) ◽  
pp. 1529-1574 ◽  
Author(s):  
Prudence L. Carter
Keyword(s):  
Black Students ◽  
White Students ◽  
Research Question ◽  
Mixed Race ◽  
Interview Data ◽  
Black And White ◽  
Cultural Flexibility ◽  
White School ◽  
Southern City ◽  
The Impact

Background/Context One of the most critical functions of a well-integrated school is the development of “culturally flexible” students who, over the course of their social development, effectively navigate diverse social environs such as the workplace, communities, and neighborhoods. Most studies, albeit with some exceptions, have investigated the impact of desegregation on short- and long-term gains in achievement and attainment, as opposed to its impact on intergroup relations. Mixed-race schools are vital not only for bolstering achievement outcomes of previously disadvantaged students but also for promoting social cohesion in a diverse society. Purpose/Objective/Research Question/Focus of Study Specifically, this article examines the difference in cultural flexibility between black and white students enrolled in schools with different racial and ethnic compositions. Cultural flexibility is defined as the propensity to value and move across different cultural and social peer groups and environments. Furthermore, this article provides some insight into how students in different mixed-race and desegregated educational contexts experience their school's social organization and cultural environments, which influence their interactions and academic behaviors. Setting The study was conducted over a 6-month period in four high schools: a majority-minority school and a majority-white school located in a northeastern city, and a majority-minority school and a majority-white school located in a southern city. Research Design Survey data were gathered from a randomly stratified sample of 471 Black and White students attending. In addition, ethnographic notes from weeks of school observations and transcribed interview data from 57 group interviews conducted in the four schools with students in Grades 9–12 complemented the survey research. Data Collection and Analysis Findings reveal significant associations among self-esteem, academic and extracurricular placement, and cultural flexibility for black students. Also, black students in majority-minority schools scored significantly higher on the cultural flexibility scale than those in majority-white schools. Among white students, regional location and academic placement showed statistically significant associations with cultural flexibility. The ethnographic and interview data further explicate why these patterns occurred and illuminate how certain school contextual factors are likely linked to students’ cultural flexibility. Overall, this study's findings highlight some connections between student and school behaviors as they pertain to both students’ and educators’ willingness and ability to realize the visions of racial and ethnic integration wholly.

Faculty Perspectives on Teaching Public Health at Community Colleges: An Exploratory Snapshot

2020 ◽  
pp. 237337992095656
Author(s):  
Katherine J. Johnson ◽  
Becky Corran ◽  
Andrea Salis ◽  
Anuradha Srivastava ◽  
Lillian U. Smith ◽  
...  
Keyword(s):  
Public Health ◽  
Community Colleges ◽  
Health Education ◽  
Online Survey ◽  
Public Health Education ◽  
Past Research ◽  
The United States ◽  
National Sample ◽  
Challenges And Opportunities ◽  
Teaching Faculty

The role of community colleges in training public health professionals is of growing importance to the continuum of public health education. Some 5 years have passed since the Framing the Future initiative outlined curricular models at community colleges, and colleges deploying these models are serving as learning sites for public health education at community colleges. While past research has focused on capturing insights from community college executives and program administrators, this study captures perspectives from teaching faculty. Drawing on a national sample of teaching faculty at community colleges and universities accepting transfer students throughout the United States, an online survey of teaching faculty affiliated with public health programs was coupled with follow-up interviews. This study characterizes the nature and scope of public health programming in community colleges and transfer settings, and highlights associated challenges and opportunities as public health becomes further integrated into health professions pathways in 2-year settings and beyond.

Abstract 1177: Insurance status and racial disparities in mortality for black and white head and neck cancer patients in the United States

2020 ◽  
Author(s):  
Dana R. Marshall ◽  
Joycemary Amponsem ◽  
Billy R. Ballard ◽  
Mohammed A. El Kadmiri ◽  
Young J. Kim ◽  
...  
Keyword(s):  
United States ◽  
Head And Neck Cancer ◽  
Racial Disparities ◽  
Head And Neck ◽  
Cancer Patients ◽  
Neck Cancer ◽  
The United States ◽  
Insurance Status ◽  
Black And White

Surveying Middle-Grades Teachers' Reasoning About Fraction Arithmetic in Terms of Measured Quantities

2019 ◽  
Vol 50 (2) ◽  
pp. 156-209 ◽  
Author(s):  
Andrew Izsák ◽  
Erik Jacobson ◽  
Laine Bradshaw
Keyword(s):  
Middle Grades ◽  
Past Research ◽  
The United States ◽  
National Sample ◽  
Professional Preparation ◽  
Classification Model ◽  
Knowledge Resources ◽  
Based Instruction ◽  
The One ◽  
Log Linear

We report a novel survey that narrows the gap between information about teachers' knowledge of fraction arithmetic provided, on the one hand, by measures practical to administer at scale and, on the other, by close analysis of moment-to-moment cognition. In particular, the survey measured components that would support reasoning directly with measured quantities, not by executing computational algorithms, to solve problems. These components—each of which was grounded in past research—were attention to referent units, partitioning and iterating, appropriateness, and reversibility. A second part of the survey asked about teachers' professional preparation and history. We administered the survey to a national sample of in-service middle-grades mathematics teachers in the United States and received responses from 990 of those teachers. We analyzed responses to items in the first part of the survey using the log-linear diagnostic classification model to estimate each teacher's profile of strengths and weaknesses with respect to the four components of reasoning. We report on the diversity of profiles that we found and on relationships between those profiles and various aspects of teachers' professional preparation and history. Our results provide insight into teachers' knowledge resources for enacting standards-based instruction in fraction arithmetic and an example of new possibilities for mathematics education research afforded by recent advances in psychometric modeling.

Chemical Foreplay among Black and White Students

1982 ◽  
Vol 12 (4) ◽  
pp. 373-384 ◽  
Author(s):  
Philip A. Belcastro ◽  
Thomas Nicholson
Keyword(s):  
College Students ◽  
Sexual Behavior ◽  
Black Students ◽  
Sexual Behaviors ◽  
White Students ◽  
Behavior Patterns ◽  
Human Beings ◽  
Black And White ◽  
Behavior Profile ◽  
Behavior Profiles

Throughout the ages, human beings Have consumed a wide variety of drugs to increase sexual desires, performance and pleasure. However in terms of alcohol and marijuana use in conjunction with sexual behavior patterns, little research has been reported. The purpose of this study was to determine whether individuals who use alcohol and/or marijuana prior to coitus have sexual behavior profiles significantly different than those individuals who do not use alcohol and/or marijuana prior to coitus. A sample of convenience which comprised 1,090 students and 5 per cent of the student population was drawn. The Belcastro Sexual Behavior Inventory was utilized to collect the data. The analysis indicated that for this population experimentation with alcohol and marijuana prior to coitus is not atypical among college students. The pattern of sexual behaviors for black students was not all that dissimilar between those who did and did not use alcohol and marijuana prior to coitus. This was not true for white students. White females who used alcohol and marijuana prior to coitus had a sexual behavior profile which was in sharp contrast to those females who did not use these drugs prior to coitus. It was suggested that the use of these drugs may be a form of “chemical foreplay” where they are used to enhance and culminate the coital episode. If this premise is supported by future empirical research it would seem that education which segregates the area of drugs from the area of sexuality is inadequate.

Comparison of Discrepancies in Reading by Black and White Educable Mentally Retarded Students

1983 ◽  
Vol 52 (2) ◽  
pp. 488-490
Author(s):  
James E. Whorton ◽  
R. Mack Wilson
Keyword(s):  
Black Students ◽  
White Students ◽  
Total Population ◽  
Mentally Retarded ◽  
Black And White ◽  
Educable Mentally Retarded

Discrepancies in reading were calculated by comparing actual achievement with expected achievement for 224 black and 78 white educable mentally retarded students in Grades 1 to 12. Means for the total population and for black students and white students showed no statistically significant differences for the two groups.

scholarly journals Black American College Students Report Higher Memory of Love for Mothers in Childhood Than White Students

2018 ◽  
Vol 122 (3) ◽  
pp. 880-898 ◽  
Author(s):  
Lawrence Patihis ◽  
Corai E. Jackson ◽  
Jonathan C. Diaz ◽  
Elena V. Stepanova ◽  
Mario E. Herrera
Keyword(s):  
United States ◽  
Cultural Differences ◽  
White Students ◽  
Parental Attachment ◽  
The United States ◽  
Black American ◽  
Black And White ◽  
Attachment Research ◽  
Education Levels ◽  
History Of

Cultural differences between Black and White individuals in the South are connected to the inequitable history of the United States. We wondered if these cultural differences would translate to a particularly precious aspect of life: memories of love felt in childhood toward one’s parents. Some past studies have shown that Whites score higher on parental attachment measures to parents than Blacks, while other studies show no significant differences. However, no previous study has ever measured memory of feelings of love in relation to differences between ethnicities. In this study, Black ( n = 124) and White ( n = 125) undergraduates self-reported the strength and frequency of their past feelings of love toward their mother and father in first, sixth, and ninth grade as well as their current feelings of love. Results suggested that Black students reported feeling more love for their mothers in first, sixth, and ninth grades compared to White students. These findings were not explained when we statistically adjusted for age, gender, socioeconomic status, education levels, income, number of years spent living with mother or father, stress, or personality. Therefore, this relationship may be explained by unmeasured or unmeasurable cultural differences. The direction of this effect was in the opposite direction from what we expected based on past attachment research. Given the inequities in U.S. history and the current discussions around ethnicity and race in the United States, the finding that Blacks reported higher remembered feelings of love for their mothers in childhood is intriguing and worthy of dissemination and discussion.

scholarly journals Racial Disparities in Mortality Among American Film Celebrities: A Wikipedia-Based Retrospective Cohort Study

10.2196/13871 ◽  
2019 ◽  
Vol 8 (4) ◽  
pp. e13871
Author(s):  
Hannah Speaks ◽  
Alyssa Falise ◽  
Kaitlin Grosgebauer ◽  
Dustin Duncan ◽  
Adam Carrico
Keyword(s):  
United States ◽  
Racial Disparities ◽  
Racial Bias ◽  
Semiparametric Regression ◽  
The United States ◽  
Occupational Prestige ◽  
American Film ◽  
Black And White ◽  
Kaplan Meier ◽  
All Cause Mortality

Background In the United States, well-documented racial disparities in health outcomes are frequently attributed to racial bias and socioeconomic inequalities. However, it remains unknown whether racial disparities in mortality persist among those with higher socioeconomic status (SES) and occupational prestige. Objective As the celebrity population is generally characterized by high levels of SES and occupational prestige, this study aimed to examine survival differences between black and white film celebrities. Methods Using a Web-based, open-source encyclopedia (ie, Wikipedia), data for 5829 entries of randomly selected American film actors and actresses born between 1900 and 2000 were extracted. A Kaplan-Meier survival curve was conducted using 4356 entries to compare the difference in survival by race. A Cox semiparametric regression analysis examined whether adjusting for year of birth, gender, and cause of death influenced differences in survival by race. Results Most celebrities were non-Hispanic white (3847/4352, 88.4%), male (3565/4352, 81.9%), and born in the United States (4187/4352, 96.2%). Mean age at death for black celebrities (64.1; 95% CI 60.6-67.5 years) was 6.4 years shorter than that for white celebrities (70.5; 95% CI 69.6-71.4 years; P<.001). Black celebrities had a faster all-cause mortality rate using Kaplan-Meier survival function estimates and a log-rank test. However, in a Cox semiparametric regression, there was no longer a significant difference in survival times between black and white celebrities (hazard ratio 1.07; 95% CI 0.87-1.31). Conclusions There is some evidence that racial disparities in all-cause mortality may persist at higher levels of SES, but this association was no longer significant in adjusted analyses. Further research is needed to examine if racial disparities in mortality are diminished at higher levels of SES among more representative populations.

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