The relation of student behavior, peer status, race, and gender to decisions about school discipline using CHAID decision trees and regression modeling

Stacy B. Horner, Gary D. Fireman, Eugene W. Wang

Research output: Contribution to journalArticle

45 Scopus citations

Abstract

Peer nominations and demographic information were collected from a diverse sample of 1493 elementary school participants to examine behavior (overt and relational aggression, impulsivity, and prosociality), context (peer status), and demographic characteristics (race and gender) as predictors of teacher and administrator decisions about discipline. Exploratory results using classification tree analyses indicated students nominated as average or highly overtly aggressive were more likely to be disciplined than others. Among these students, race was the most significant predictor, with African American students more likely to be disciplined than Caucasians, Hispanics, or Others. Among the students nominated as low in overt aggression, a lack of prosocial behavior was the most significant predictor. Confirmatory analysis using hierarchical logistic regression supported the exploratory results. Similarities with other biased referral patterns, proactive classroom management strategies, and culturally sensitive recommendations are discussed.

Original languageEnglish
Pages (from-to)135-161
Number of pages27
JournalJournal of School Psychology
Volume48
Issue number2
DOIs
StatePublished - Apr 2010

Keywords

  • Disciplinary action
  • Gender
  • Peer nomination
  • Peer status
  • Race

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