Teacher ratings of behavior among African American and Caucasian children during the first two years of school

David A Sbarra, Robert C. Pianta

Research output: Contribution to journalArticle

37 Citations (Scopus)

Abstract

This article prospectively examines teacher-rated behavior problems and competencies during the first 2 years of formal schooling among African American (n = 190) and Caucasian (n = 350) children. A significant main effect for race was found for both behavior problems and competencies in repeated measures analyses conducted across kindergarten and first-grade teacher ratings. A time × race interaction indicated that teachers rated Caucasian children's competence as stable over time, whereas their African American peers were rated as less competent. According to these data, African American children did not maintain age-appropriate school-based competencies in task orientation and frustration tolerance. No interaction effects were found for a gender × time term for either competencies or behavior problems, suggesting that African American boys do not show more disturbed behavior in the early school years. Behavior trajectories are discussed in terms of the need for competence-enhancing interventions aimed at early school transitions, particularly for African American children.

Original languageEnglish (US)
Pages (from-to)229-238
Number of pages10
JournalPsychology in the Schools
Volume38
Issue number3
DOIs
StatePublished - May 2001
Externally publishedYes

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teacher rating
Caucasian
African Americans
school
Mental Competency
frustration tolerance
school transition
teachers' behavior
Frustration
interaction
kindergarten
American
gender
teacher
time
Problem Behavior

ASJC Scopus subject areas

  • Psychology(all)
  • Developmental and Educational Psychology

Cite this

Teacher ratings of behavior among African American and Caucasian children during the first two years of school. / Sbarra, David A; Pianta, Robert C.

In: Psychology in the Schools, Vol. 38, No. 3, 05.2001, p. 229-238.

Research output: Contribution to journalArticle

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