Effects of students\u27 racial or ethnic background on teacher expectations and intervention selection for problem behaviors

The purpose of this study was to examine whether racial or ethnic labels influenced the academic and behavioral expectations teachers have for students and on the types of interventions teachers chose to use with students. It was also my intent to examine any differences that existed in these areas between regular and special educators. Teachers\u27 responses in this study were measured through an instrument which presented a vignette of a student implied to have had behavior problems who would enter their classes from another school. The only manipulation among forms of the vignette was the attachment of a racial/ethnic label (Asian American, Black American, Caucasian American, Hispanic American, Native American, and no label) to the student. After reading the vignette, participants indicated their expectations for behavior and selection of interventions by responding to statements on a 7-point Likert-type scale. Information from 720 junior/senior high regular and special educators was analyzed using multivariate and univariate follow-up procedures. Findings from this study indicate that racial/ethnic labels do not influence teachers\u27 expectations for academic and social behaviors; however, they do influence teachers\u27 selections of interventions for problem behaviors. The results indicated Asian Americans were more likely and Hispanic Americans were least likely to receive punishing or exclusionary interventions. Additionally, differences existed between regular and special educators in both expectations for behaviors and selection of interventions. Special educators expected more negative externalized behaviors of the students whose background hinted at the possibility of problem behaviors compared to regular educators. The results indicated special educators would also use more interventions involving the teacher and the target student as well as interventions involving the teacher and other people than the regular educator. Finally, the data indicate that an interaction between educator type and racial ethnic label of students does exist to influence the types of interventions teachers would use