The effects of race and problem type on teachers' assessments of student behavior

Doris F. Chang, Stanley Sue

    Research output: Contribution to journalArticle

    Abstract

    The authors tested the hypothesis that race bias in teacher evaluations may be problem specific by examining the extent to which ratings of child behavior were influenced by the interaction between the race of the child and the type of presenting behavior. Teachers (N = 197) were presented with three vignettes (overcontrolled, undercontrolled, and "normal"), systematically paired with a photograph of a male child (African American, Asian American, or Caucasian). Respondents rated the seriousness, referability, and typicality of the behavior; the child's family life; academic ability and performance; and causal dimensions. Although results did not reveal a bias in the ratings of African American students, data suggest that stereotypes remain embedded in teachers' interpretive framework for Asian Americans, particularly regarding expectations of overcontrolled traits.

    Original languageEnglish (US)
    Pages (from-to)235-242
    Number of pages8
    JournalJournal of Consulting and Clinical Psychology
    Volume71
    Issue number2
    DOIs
    StatePublished - Apr 1 2003

    Fingerprint

    Asian Americans
    Child Behavior
    African Americans
    Students
    Aptitude
    Surveys and Questionnaires

    ASJC Scopus subject areas

    • Clinical Psychology
    • Psychiatry and Mental health

    Cite this

    The effects of race and problem type on teachers' assessments of student behavior. / Chang, Doris F.; Sue, Stanley.

    In: Journal of Consulting and Clinical Psychology, Vol. 71, No. 2, 01.04.2003, p. 235-242.

    Research output: Contribution to journalArticle

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