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Wang MT, Del Toro J, Scanlon CL, Huguley JP. The spillover effect of school suspensions on adolescents' classroom climate perceptions and academic achievement. J Sch Psychol 2024; 103:101295. [PMID: 38432737 DOI: 10.1016/j.jsp.2024.101295] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/04/2023] [Revised: 08/16/2023] [Accepted: 01/31/2024] [Indexed: 03/05/2024]
Abstract
Proponents of exclusionary discipline claim that removing disruptive peers from the classroom benefits well-behaved students. Given educators' increasingly widespread use of suspensions in response to adolescents' minor behavioral infractions (e.g., dress code violations, backtalk), it is critical that we examine whether this theory translates into practice. Using two independent samples (Study 1: N = 1305 adolescents enrolled in 64 math classrooms; Mage = 13.00 years, range = 10-16; 53% White, 41% Black, 6% Other race; 50% girls; 64% economically disadvantaged. Study 2: N = 563 adolescents enrolled in 40 science classrooms; Mage = 12.83 years, range = 10-16; 55% White, 40% Black, 5% Other race; 51% girls; 62% economically disadvantaged), we adopted a two-study approach to examine the mediational role of classroom climate perceptions in the link between classroom-level suspension rates for minor infractions and adolescents' math and science achievement. Results indicated that high classroom-level rates of suspensions for minor infractions were associated with poor academic outcomes among suspended students as well as their non-suspended classmates. Students' classroom climate perceptions mediated the links between classroom suspension rates and non-suspended students' academic outcomes. Shifting away from strict and punitive disciplinary schedules may grant school-based adults the ability to create classroom climates more attuned to adolescents' developmental and learning needs.
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Affiliation(s)
- Ming-Te Wang
- Urban Education Institute, Crown Family School of Social Work, Policy, and Practice, University of Chicago, USA.
| | - Juan Del Toro
- Department of Psychology, University of Minnesota Twin Cities, USA
| | - Christina L Scanlon
- Urban Education Institute, Crown Family School of Social Work, Policy, and Practice, University of Chicago, USA
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Austin SC, McIntosh K, Girvan EJ. National patterns of vulnerable decision points in school discipline. J Sch Psychol 2024; 102:101259. [PMID: 38143096 DOI: 10.1016/j.jsp.2023.101259] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2022] [Revised: 03/28/2023] [Accepted: 10/26/2023] [Indexed: 12/26/2023]
Abstract
In this study, we identified the specific discipline decision situations (i.e., vulnerable decision points [VDPs]) that contribute most to racial discipline disparities from a sample of 2020 schools across the United States. We also examined how much VDPs contributed to overall discipline disparities and the extent to which there was similarity among the strongest VDPs within each school. Last, we directly compared the VDP that contributed most to disparities in each school to situations with the highest rates of office discipline referrals (ODRs) to identify the extent of agreement with overall school discipline patterns. We found the most common VDPs within schools to be subjective behaviors (e.g., defiance, disruption) in classrooms throughout the day, with ODRs for physical aggression contributing notably to disparities among the top 10 VDPs. The strongest single VDP accounted for an average of 17% of racial disparities across the school and the top three VDPs accounted for 37% of disparities. The strongest three VDPs within schools also were remarkably consistent across behavior and location. Finally, there was moderate agreement between situations with the most ODRs and those with the strongest racial disparities, with 63% of schools in the sample having VDPs identical to their situations with most ODRs. In the absence of prescriptive analysis of their own school data, the results of this study provide school leaders and intervention researchers with more precise, promising targets for intervention to increase educational equity.
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Del Toro J, Wang MT. Vicarious severe school discipline predicts racial disparities among non-disciplined Black and White American adolescents. Child Dev 2023; 94:1762-1778. [PMID: 37381797 DOI: 10.1111/cdev.13958] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2022] [Revised: 04/21/2023] [Accepted: 05/02/2023] [Indexed: 06/30/2023]
Abstract
Racial disparities in school discipline may have collateral consequences on the larger non-suspended student population. The present study leveraged two longitudinal datasets with 1201 non-suspended adolescents (48% Black, 52% White; 55% females, 45% males; Mage : 12-13) enrolled in 84 classrooms in an urban mid-Atlantic city of the United States during the 2016-2017 and 2017-2018 academic years. Classmates' minor infraction suspensions predicted greater next year's defiant infractions among non-suspended Black adolescents, and this longitudinal relation was worse for Black youth enrolled in predominantly Black classrooms. For White youth, classmates' minor infraction suspensions predicted greater defiant infractions specifically when they were enrolled in predominantly non-White classrooms. Racial inequities in school discipline may have repercussions that disadvantage all adolescents regardless of race.
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Affiliation(s)
- Juan Del Toro
- University of Minnesota, Twin Cities, Minneapolis, Minnesota, USA
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Shelton JN, Turetsky KM, Park Y. Responsiveness in interracial interactions. Curr Opin Psychol 2023; 53:101653. [PMID: 37499533 DOI: 10.1016/j.copsyc.2023.101653] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2023] [Revised: 06/21/2023] [Accepted: 06/26/2023] [Indexed: 07/29/2023]
Abstract
Perceived responsiveness-feeling understood, validated, and cared for-is critical for wellbeing and successful relationships, yet these feelings are experienced less frequently in interracial interactions than in same race-interactions. In this article, we synthesize recent research on responsiveness in interracial interactions and relationships. We first highlight how responsiveness differs in interracial versus same-race contexts. We next discuss the role of cross-race partners' goals and motivations in responsiveness, with particular attention to the ways in which self-presentation goals undermine responsiveness as well as emerging research on goals and motivations that may facilitate responsiveness in interracial interactions. Finally, we discuss how a contextual factor, the salience of race, influences responsiveness in interracial interactions.
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Affiliation(s)
- J Nicole Shelton
- Princeton University, Psychology Department, 520 Peretsman Scully Hall, Princeton, NJ 08540, USA.
| | - Kate M Turetsky
- Barnard College, Columbia University, Psychology Department, 415 Milbank Hall, 3009 Broadway, New York, NY 10027, USA
| | - Yeji Park
- Princeton University, Psychology Department, 520 Peretsman Scully Hall, Princeton, NJ 08540, USA
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Walton GM, Yeager DS. Wise interventions consider the person and the situation together. Behav Brain Sci 2023; 46:e179. [PMID: 37646310 DOI: 10.1017/s0140525x23001176] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/01/2023]
Abstract
Chater & Loewenstein (C&L) ignore the long history by which social scientists have developed more nuanced and ultimately more helpful ways to understand the relationship between persons and situations. This tradition is reflected and advanced in a large literature on "wise" social-psychological or mindset interventions, which C&L do not discuss yet mischaracterize.
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Affiliation(s)
- Gregory M Walton
- Department of Psychology, Stanford University, Stanford, CA, USA ; http://gregorywalton-stanford.weebly.com/
| | - David S Yeager
- Department of Psychology, University of Texas at Austin, Austin, TX, USA ; https://txbspi.prc.utexas.edu/
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Huang FL, Gregory A, Ward-Seidel AR. The Impact of Restorative Practices on the Use of Out-of-School Suspensions: Results from a Cluster Randomized Controlled Trial. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2023; 24:962-973. [PMID: 36853483 PMCID: PMC9972315 DOI: 10.1007/s11121-023-01507-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/06/2023] [Indexed: 03/01/2023]
Abstract
The overuse of exclusionary discipline practices, such as out-of-school suspensions (OSS), has consistently been documented over several decades. The resulting racial discipline disparities and the negative outcomes related to OSS have led policy makers and educators to consider other approaches to school discipline. One such approach, which has gained increasing use in the USA, is restorative practices (RP). However, despite its popularity, the experimental evidence base of the effects of RP and suspensions is extremely limited. To add to this knowledge base, we present findings from a cluster randomized controlled trial with 18 K-12 schools in an urban district in the US Northeast with 5878 students. Multilevel regression results, after 1 year of the intervention, showed no differences in the likelihood of suspension between students in the intervention and control schools and that the effects of the intervention did not vary by race/ethnicity, gender, or student disability status. However, for students in the intervention group, we show reductions in the likelihood of receiving an OSS for students who had previously been suspended.
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Affiliation(s)
- Francis L. Huang
- Department of Educational, School, and Counseling Psychology, College of Education and Human Development, Missouri Prevention Science Institute, University of Missouri, 16 Hill Hall, Columbia, MO 65211 USA
| | - Anne Gregory
- Rutgers University, 152 Frelinghuysen Road, Piscataway, NJ 08854 USA
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Afulani PA, Okiring J, Aborigo RA, Nutor JJ, Kuwolamo I, Dorzie JBK, Semko S, Okonofua JA, Mendes WB. Provider implicit and explicit bias in person-centered maternity care: a cross-sectional study with maternity providers in Northern Ghana. BMC Health Serv Res 2023; 23:254. [PMID: 36918860 PMCID: PMC10015736 DOI: 10.1186/s12913-023-09261-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2022] [Accepted: 03/08/2023] [Indexed: 03/16/2023] Open
Abstract
BACKGROUND Person-centered maternity care (PCMC) has become a priority in the global health discourse on quality of care due to the high prevalence of disrespectful and lack of responsive care during facility-based childbirth. Although PCMC is generally sub-optimal, there are significant disparities. On average, women of low socioeconomic status (SES) tend to receive poorer PCMC than women of higher SES. Yet few studies have explored factors underlying these inequities. In this study, we examined provider implicit and explicit biases that could lead to inequitable PCMC based on SES. METHODS Data are from a cross-sectional survey with 150 providers recruited from 19 health facilities in the Upper East region of Ghana from October 2020 to January 2021. Explicit SES bias was assessed using situationally-specific vignettes (low SES and high SES characteristics) on providers' perceptions of women's expectations, attitudes, and behaviors. Implicit SES bias was assessed using an Implicit Association Test (IAT) that measures associations between women's SES characteristics and providers' perceptions of women as 'difficult' or 'good'. Analysis included descriptive statistics, mixed-model ANOVA, and bivariate and multivariate linear regression. RESULTS The average explicit bias score was 18.1 out of 28 (SD = 3.60) for the low SES woman vignette and 16.9 out of 28 (SD = 3.15) for the high SES woman vignette (p < 0.001), suggesting stronger negative explicit bias towards the lower SES woman. These biases manifested in higher agreement to statements such as the low SES woman in the vignette is not likely to expect providers to introduce themselves and is not likely to understand explanations. The average IAT score was 0.71 (SD = 0.43), indicating a significant bias in associating positive characteristics with high SES women and negative characteristics with low SES women. Providers with higher education had significantly lower explicit bias scores on the low SES vignette than those with less education. Providers in private facilities had higher IAT scores than those in government hospitals. CONCLUSIONS The findings provide evidence of both implicit and explicit SES bias among maternity providers. These biases need to be addressed in interventions to achieve equity in PCMC and to improve PCMC for all women.
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Affiliation(s)
- Patience A Afulani
- Department of Epidemiology and Biostatistics, University of California, San Francisco, 550 16th St, San Francisco, CA, 94158, USA.
| | - Jaffer Okiring
- Infectious Diseases Research Collaboration, Kampala, Uganda
| | | | - Jerry John Nutor
- Department of Family Health Care Nursing, University of California, San Francisco, San Francisco, USA
| | | | | | - Sierra Semko
- Department of Psychology, University of California, Berkeley, Berkeley, USA
| | - Jason A Okonofua
- Department of Psychology, University of California, Berkeley, Berkeley, USA
| | - Wendy Berry Mendes
- Department of Psychiatry and Behavioral Sciences, University of California, San Francisco, San Francisco, USA
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Ash TL, Maguire SC. A Scoping Review of Diversity Training for Teachers: The Potential for School Psychology. SCHOOL PSYCHOLOGY REVIEW 2023. [DOI: 10.1080/2372966x.2023.2175585] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/06/2023]
Affiliation(s)
- Tory L. Ash
- University of Wisconsin-Madison
- Syracuse University
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Robinson CD. A Framework for Motivating Teacher-Student Relationships. EDUCATIONAL PSYCHOLOGY REVIEW 2022. [DOI: 10.1007/s10648-022-09706-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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Okonofua JA, Harris LT, Walton GM. Sidelining Bias: A Situationist Approach to Reduce the Consequences of Bias in Real-World Contexts. CURRENT DIRECTIONS IN PSYCHOLOGICAL SCIENCE 2022. [DOI: 10.1177/09637214221102422] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
It has become common practice to conceptualize bias as an automatic response, cultivated through exposure to bias in society. From this perspective, combating bias requires reducing a proclivity for bias within individuals, as in many implicit-bias training efforts common in schools and corporations. We introduce an alternative approach that begins with the presumption that people are inherently complex, with multiple, often contradictory, selves and goals. When the person is conceptualized this way, it is possible to ask when biased selves are likely to emerge and whether this bias can be sidelined—that is, whether situations can be altered in potent ways that elevate alternative selves and goals that people will endorse and for which bias would be nonfunctional. Using both classic and contemporary examples, we show how sidelining bias has led to meaningful improvements in real-world outcomes, including higher academic achievement and reduced school suspensions, less recidivism to jail, and less stereotyping in mass advertisements.
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Affiliation(s)
| | - Lasana T. Harris
- Department of Experimental Psychology, University College London
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