Positive Behavior Intervention Support Systems and the Disproportionality of Subjective Disciplinary Referrals for Black Students

• In Event: 31.059 - Classroom Management: Examining Behavior Management Practices/Systems and Their Effect on Student Behaviors

Abstract

Black students receive referrals at a disproportionate rate for similar infractions than their counterparts of various ethnic backgrounds (Eckes, Skiba, & Brown, 2009). This disparity is glaring when focusing specifically on “subjective” referrals. These infractions may include behaviors that are misinterpreted due to a lack of cultural understanding on the part of the teacher (Monroe, 2006b). The researcher examined data from Grades 4-6 of Black, White, and Hispanic students to study the influence of Positive Behavior Intervention Support (PBIS) on the frequency of subjective referrals and disproportionality of Black students in subjective referral data. Results indicated PBIS lowered the frequency of subjective referrals for Black students, but did not influence the overrepresentation of Black students in subjective referrals.

Author

• Alisha Marie Brown, Arlington ISD