“Good” and “Bad” Kids? A Race and Gender Analysis of Effective Behavioral Support in an Elementary School

Published in: Urban Education

Posted on IBHRI.org on August 1, 2018

by Janelle M. Silva, Ph.D., Regina Day Langhout, Ph.D., Danielle Kohfeldt, Edith Gurrola, M.S.

Using 8,265 positive behavior cards and 544 conduct reports for 244 students, regressions of how race and gender influence the allocation of punishments or rewards for students at a New England elementary school with an Effective Behavioral Support (EBS) program were examined. Girls were most likely to receive a positive behavior card for respectful actions and white students were most likely to receive a positive card for safe behavior. Boys and Black students were more likely to receive a conduct report for “bad” behavior than girls and white students. Implications regarding race and gender bias in behavior-based programs are discussed.  

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