Are Teachers' Perceptions of Difficult-to-Teach Students Racially Biased?

Abstract

This study explored whether classroom teachers' perceptions of difficult-to-teach students are racially biased. Participants included 40 classroom teachers each of whom nominated a difficult-to-teach (DTT) pupil most likely to be referred for psychological evaluation and placement in special education. Half the DTT students were white, half were black. A multimethod, multisource approach was employed; information was obtained from teacher interviews, teacher ratings, student performance on academic measures, and observations of pupils' classroom behavior. Results indicate black and white teachers rated black DTT pupils significantly more appropriate for referral than white students. Evidence suggests that this may be due to the black students' poorer academic achievement Implications for the notion of “teacher-as-test” are discussed.

Additional information

Notes on contributors

Michael W. Bahr

Michael W. Bahr, PhD, obtained his doctorate in Educational Psychology with specialization in School Psychology from Indiana University. Currently, he is an Assistant Professor in the Department of Counselor Education & Counseling Psychology, Western Michigan University. His research interests include consultation and development of classroom intervention strategies.

Douglas Fuchs

Douglas Fuchs, PhD, received his doctorate in Educational Psychology from the University of Minnesota. He is currently a Professor in the Department of Special Education, George Peabody College, Vanderbilt University. His research interests focus on issues related to school reform.

Pamela M. Stecker

Pamela M. Stecker, MS, is currently a graduate student in the Department of Special Education, George Peabody College, Vanderbilt University. Her professional interests include curriculum-based measurement and math instruction.

Lynn S. Fuchs

Lynn S. Fuchs, PhD, obtained her doctorate in Educational Psychology from the University of Minnesota. Currently, she is an Associate Professor in the Department of Special Education, George Peabody College, Vanderbilt University. Her research interests also focus on school reform.