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The Disproportionality Dilemma: Patterns of Teacher Referrals to School Counselors for Disruptive Behavior
Author(s) -
Bryan Julia,
DayVines Norma L.,
Griffin Dana,
MooreThomas Cheryl
Publication year - 2012
Publication title -
journal of counseling and development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.805
H-Index - 78
eISSN - 1556-6676
pISSN - 0748-9633
DOI - 10.1111/j.1556-6676.2012.00023.x
Subject(s) - referral , statistics education , psychology , dilemma , school discipline , special education , discipline , medical education , dropout (neural networks) , sample (material) , longitudinal study , mathematics education , medicine , pedagogy , family medicine , political science , philosophy , epistemology , chemistry , chromatography , pathology , machine learning , computer science , law
Disproportionality plagues schools nationwide in special education placement, dropout, discipline referral, suspension, and expulsion rates. This study examined predictors of teacher referrals to school counselors for disruptive behavior in a sample of students selected from the Educational Longitudinal Study 2002 (National Center for Education Statistics, n.d.). Findings demonstrated that students’ race predicted English teacher referrals; students’ gender, previous disciplinary infractions, and teachers’ postsecondary expectations for students predicted English and math teacher referrals. Implications for practice, policy, and research are discussed.