Teacher Education Students' Racial Biases: Interpersonal Attributions and Disciplinary Decisions for Black Girls’ Classroom Behavior

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Abstract

Black girls overwhelmingly experience excessive discipline in schools, contributing to the growing achievement gap. This study examined 915 teacher education students’ (TES’) interpersonal attributions of classroom behaviors of elementary-age Black and White girls, using vignettes to analyze the impacts of student race on TES’ attributions and consequent discipline decisions. Findings indicate that TES attribute more internal loci of control and controllability to the behaviors of Black girls. Statistically significant differences also surfaced in TES referring White girls to school psychologists and to ignore their classroom misbehavior more frequently than Black girls. Incorporating explicit, anti-racism classroom management into teacher education curricula could address TES’ racially biased attributions of student behaviors and create more equitable and safe educational spaces for Black students.

Authors

• Alexandra Bloshenko, Hunter College - CUNY

• Nicole L. Lorenzetti, City College of New York - CUNY