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Racial and emotional factors predicting teachers' perceptions of classroom behavioral maladjustment for urban African American male youth
Author(s) -
Thomas Duane E.,
Coard Stephanie I.,
Stevenson Howard C.,
Bentley Keisha,
Zamel Pamela
Publication year - 2009
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.20362
Subject(s) - psychology , anger , socialization , coping (psychology) , african american , developmental psychology , psychological intervention , perception , multilevel model , academic achievement , clinical psychology , social psychology , ethnology , neuroscience , psychiatry , machine learning , computer science , history
The present study investigated the predictive influence of students' reactive emotional coping and racial socialization experiences on teachers' perceptions of classroom behavior adjustment problems. Participants were 148 African American male youth attending a secondary school in a large northeastern city. Behavioral outcomes included teacher ratings of student behavioral overactivity in different classroom situations. Results using hierarchical regression analyses show that measures of social rejection sensitivity, anger expression, and racial socialization predict teacher‐observed behavioral overactivity, with overt anger expression being the most powerful predictor. Findings suggest that racial socialization and particular styles of emotional coping are important determinants for teachers' impressions of classroom behavior for some African American adolescent males. Implications for future research and interventions with African American male youth in urban secondary schools are discussed. © 2008 Wiley Periodicals, Inc.