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Effects of a Multifaceted Classroom Intervention on Racial Disproportionality

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Title: Effects of a Multifaceted Classroom Intervention on Racial Disproportionality
Language: English
Authors: Gion, Cody, McIntosh, Kent, Falcon, Sarah Fairbanks
Source: Grantee Submission. 2020.
Peer Reviewed: Y
Page Count: 45
Publication Date: 2020
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A170034
Document Type: Reports - Research
Education Level: Elementary Education
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Disproportionate Representation, Student Behavior, Cultural Relevance, Teacher Behavior, Positive Reinforcement, Intervention, Student Attitudes, Preferences, Coaching (Performance), Feedback (Response), Visual Stimuli, Equal Education, Racial Differences, Racial Bias, Elementary Schools, Middle Schools, Discipline, Suspension, African American Students, Minority Group Students, Urban Schools
DOI: 10.1080/2372966X.2020.1788906
Abstract: This article reports results from an experimental study of a classroom intervention intended to decrease racial disproportionality in school discipline by focusing on making classroom behavior systems more culturally responsive and changing teacher behaviors (e.g., use of praise and reprimands). The intervention had three main components: (a) an activity to increase the cultural responsiveness of classroom behavior expectations (the personal matrix), (b) a tool to assess individual students' preferred and non-preferred ways to receive immediate acknowledgement for desired behaviors (the praise preference assessment), and (c) coaching with visual performance feedback to heighten awareness of racial disparities in use of praise and reprimands and set goals for racial equity (using a modified version of the Classroom Check-up). The design was a concurrent multiple-baseline single-case design across four general education teachers ranging from kindergarten to seventh grade meeting What Works Clearinghouse standards. Results from the study indicate a functional relation between the intervention and increased rates of praise and decreased rates of reprimands for African American students. Findings from this study suggest that changing teacher use of praise and reprimands may help to increase racial equity in schools. [This paper will be published in "School Psychology Review."]
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2020
Accession Number: ED606419
Database: ERIC
FullText Text:
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  Data: Effects of a Multifaceted Classroom Intervention on Racial Disproportionality
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2020.
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  Data: 45
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  Data: Institute of Education Sciences (ED)
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: 10.1080/2372966X.2020.1788906
– Name: Abstract
  Label: Abstract
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  Data: This article reports results from an experimental study of a classroom intervention intended to decrease racial disproportionality in school discipline by focusing on making classroom behavior systems more culturally responsive and changing teacher behaviors (e.g., use of praise and reprimands). The intervention had three main components: (a) an activity to increase the cultural responsiveness of classroom behavior expectations (the personal matrix), (b) a tool to assess individual students' preferred and non-preferred ways to receive immediate acknowledgement for desired behaviors (the praise preference assessment), and (c) coaching with visual performance feedback to heighten awareness of racial disparities in use of praise and reprimands and set goals for racial equity (using a modified version of the Classroom Check-up). The design was a concurrent multiple-baseline single-case design across four general education teachers ranging from kindergarten to seventh grade meeting What Works Clearinghouse standards. Results from the study indicate a functional relation between the intervention and increased rates of praise and decreased rates of reprimands for African American students. Findings from this study suggest that changing teacher use of praise and reprimands may help to increase racial equity in schools. [This paper will be published in "School Psychology Review."]
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        Value: 10.1080/2372966X.2020.1788906
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 45
    Subjects:
      – SubjectFull: Disproportionate Representation
        Type: general
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Cultural Relevance
        Type: general
      – SubjectFull: Teacher Behavior
        Type: general
      – SubjectFull: Positive Reinforcement
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      – SubjectFull: Intervention
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      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Preferences
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      – SubjectFull: Coaching (Performance)
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      – SubjectFull: Feedback (Response)
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      – SubjectFull: Visual Stimuli
        Type: general
      – SubjectFull: Equal Education
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      – SubjectFull: Racial Differences
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      – SubjectFull: Racial Bias
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      – SubjectFull: Elementary Schools
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      – SubjectFull: Middle Schools
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      – SubjectFull: Discipline
        Type: general
      – SubjectFull: Suspension
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      – SubjectFull: African American Students
        Type: general
      – SubjectFull: Minority Group Students
        Type: general
      – SubjectFull: Urban Schools
        Type: general
    Titles:
      – TitleFull: Effects of a Multifaceted Classroom Intervention on Racial Disproportionality
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            NameFull: Falcon, Sarah Fairbanks
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              Y: 2020
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