More Novice Teachers in the Classroom and More Black Suspensions? A Hierarchical Multiple Regression Analysis

• In Event: 45.061 - An Examination of the Effect of Teacher Beliefs and Student Academic Performance on At-Risk Populations

Abstract

Numerous studies have highlighted that novice teachers continuously struggle with implementing classroom management. Unable to manage their classroom, novice teachers often resort to referring students to administration as a punitive form of classroom management (i.e., discipline). Studies have determined that Black students, particularly in middle school, are the largest recipients of exclusionary outcomes (i.e., out-of-school suspensions, expulsions, and referrals to law enforcement) as the result of a teachers’ office referrals. Utilizing a hierarchical multiple regression model, the present study seeks to determine if there is a relationship between the percentage of novice teachers in middle school, and the number of out-of-school suspensions that Black students receive.

Authors

• John Andrew Williams, Texas A&M University - College Station

• Felicia Dangerfield-Persky, University of North Carolina - Charlotte

• Jennifer Nicole Johnson, University of North Carolina - Charlotte

• Courtney Glavich Mayakis, Campbell University