77
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Race-Conscious Teacher Coaching: Disrupting Implicit Bias and Improving Teachers’ Relationships with Black Students

ORCID Icon, , , &
Received 26 Jul 2023, Accepted 21 May 2024, Published online: 28 May 2024

References

  • Blaisdell, B. (2016). Schools as racial spaces: Understanding and resisting structural racism. International Journal of Qualitative Studies in Education, 29(2), 248–272. https://doi.org/10.1080/09518398.2015.1023228
  • Blake, J. J., Smith, D. M., Marchbanks, M. P., Seibert, A. L., Wood, S. M., & Kim, E. S. (2016). Does student–teacher racial/ethnic match impact Black students’ discipline risk? A test of the cultural synchrony hypothesis. In Skiba, R., Mediratta, K., Rausch, M. (Eds.), Inequality in school discipline (pp. 79–98). New York: Palgrave Macmillan.
  • Bottiani, J. H., Larson, K. E., Debnam, K. J., Bischoff, C. M., & Bradshaw, C. P. (2018). Promoting educators’ use of culturally responsive practices: A systematic review of inservice interventions. Journal of Teacher Education, 69(4), 367–385. https://doi.org/10.1177/0022487117722553
  • Briere, D. E., Simonsen, B., Sugai, G., & Myers, D. (2015). Increasing new teachers’ specific praise using a within-school consultation intervention. Journal of Positive Behavior Interventions, 17(1), 50–60. https://doi.org/10.1177/1098300713497098
  • Chakraborti-Ghosh, S., Mofield, E., Orellana, K. (2010). Cross-cultural comparisons and implications for students with EBD: A decade of understanding. International Journal of Special Education, 25(2),162–170. https://eric.ed.gov/?id=EJ890595
  • Christle, C. A., Jolivette, K., & Nelson, C. M. (2005). Breaking the school to prison pipeline: Identifying school risk and protective factors for youth delinquency. Exceptionality, 13(2), 69–88. https://doi.org/10.1207/s15327035ex1302_2
  • Cook, C. R., Duong, M. T., McIntosh, K., Fiat, A. E., Larson, M., Pullmann, M. D., McGinnis, J., & Bradshaw, C. (2018). Addressing discipline disparities for Black male students: Linking malleable root causes to feasible and effective practices. School Psychology Review, 47(2), 135–152. https://doi.org/10.17105/SPR-2017-0026.V47-2
  • Dray, B. J., & Wisneski, D. B. (2011). Mindful reflection as a process for developing culturally responsive practices. Teaching Exceptional Children, 44(1), 28–36. https://doi.org/10.1177/004005991104400104
  • Duchaine, E. L., Jolivette, K., & Fredrick, L. D. (2011). The effect of teacher coaching with performance feedback on behavior-specific praise in inclusion classrooms. Education & Treatment of Children, 34(2), 209–227. https://doi.org/10.1353/etc.2011.0009
  • Erchul, W. P. (2023). As we coach, so shall we consult: A perspective on coaching research in education. Journal of School Psychology, 96, 88–94. https://doi.org/10.1016/j.jsp.2022.10.004
  • Fabelo, T., Thompson, M. D., Plotkin, M., Carmichael, D., Marchbanks, M. P., & Booth, E. A. (2011). Breaking schools’ rules: A statewide study of how school discipline relates to student’s success and juvenile justice involvement. Council of State Governments Justice Center, and College Station, TX.
  • Fabiano, G. A., Reddy, L. A., & Dudek, C. M. (2018). Teacher coaching supported by formative assessment for improving classroom practices. School Psychology Quarterly, 33(2), 293. https://doi.org/10.1037/spq0000223
  • Fadus, M. C., Ginsburg, K. R., Sobowale, K., Halliday-Boykins, C. A., Bryant, B. E., Gray, K. M., & Squeglia, L. M. (2020). Unconscious bias and the diagnosis of disruptive behavior disorders and ADHD in African American and Hispanic youth. Academic Psychiatry, 44(1), 95–102. https://doi.org/10.1007/s40596-019-01127-6
  • Fallon, L. M., Collier-Meek, M. A., Kurtz, K. D., & Eckert, T. (2019). Feasible coaching supports to promote teachers’ classroom management in high-need settings: An experimental single case design study. School Psychology Review, 48(1), 3–17. https://doi.org/10.17105/SPR-2017-0135.V48-1
  • Gregory, A., Cornell, D., & Fan, X. (2011). The relationship of school structure and support to suspension rates for Black and White high school students. American Educational Research Journal, 48(4), 904–934. https://doi.org/10.3102/0002831211398531
  • Gregory, A., Huang, F. L., Anyon, Y., Greer, E., Downing, B., & Bradshaw, C. (2018). An examination of restorative interventions and racial equity in out-of-school suspensions. School Psychology Review, 47(2), 167–182. https://doi.org/10.17105/SPR-2017-0073.V47-2
  • Halberstadt, A. G., Castro, V. L., Chu, Q., Lozada, F. T., & Sims, C. M. (2018). Preservice teachers’ racialized emotion recognition, anger bias, and hostility attributions. Contemporary Educational Psychology, 54, 125–138. https://doi.org/10.1016/j.cedpsych.2018.06.004
  • Hamre, B. K., & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625–638. https://doi.org/10.1111/1467-8624.00301
  • Hilberth, M., & Slate, J. R. (2014). Middle school Black and White student assignment to disciplinary consequences: A clear lack of equity. Education and Urban Society, 46(3), 312–328. https://doi.org/10.1177/0013124512446218
  • Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71(2), 165–179. https://doi.org/10.1177/001440290507100203
  • Huang, F., & Anyon, Y. (2020). The relationship between school disciplinary resolutions with school climate and attitudes toward school. Preventing School Failure: Alternative Education for Children & Youth, 64(3), 212–222. https://doi.org/10.1080/1045988X.2020.1722940
  • Hughes, J. N. (2011). Longitudinal effects of teacher and student perceptions of teacher–student relationship qualities on academic adjustment. The Elementary School Journal, 112(1), 38–60. https://doi.org/10.1086/660686
  • Irvine, J. J. (1990). Black students and school failure: Policies, practices, and prescriptions. Greenwood Press.
  • Koomen, H. M., & Jellesma, F. C. (2015). Can closeness, conflict, and dependency be used to characterize students’ perceptions of the affective relationship with their teacher? Testing a new child measure in middle childhood. British Journal of Educational Psychology, 85(4), 479–497. https://doi.org/10.1111/bjep.12094
  • Kratochwill, T. R., Hitchcock, J. H., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2013). Single-case intervention research design standards. Remedial and Special Education, 34(1), 26–38. https://doi.org/10.1177/0741932512452794
  • Krezmien, M. P., Leone, P. E., & Achilles, G. M. (2006). Suspension, race, and disability: Analysis of state-wide practices and reporting. Journal of Emotional and Behavioral Disorders, 14(4), 217–226. https://doi.org/10.1177/10634266060140040501
  • Ladson-Billings, G. (1998). Just what is critical race theory and what’s it doing in a nice field like education? International Journal of Qualitative Studies in Education, 11(1), 7–24. https://doi.org/10.1080/095183998236863
  • Ladson-Billings, G., & Tate, W. F. (1995). Toward a critical race theory of education. Teachers College Record, 97(1), 47–68. https://doi.org/10.1177/016146819509700104
  • Leban, L., & Masterson, M. (2022). The impact of childhood school suspension on dropout and arrest in adolescence: Disparate relationships by race and adverse childhood experiences. Criminal Justice and Behavior, 49(4), 550–569. https://doi.org/10.1177/00938548211041387
  • Legette, K. B., Halberstadt, A. G., & Majors, A. T. (2021). Teachers’ understanding of racial inequity predicts their perceptions of students’ behaviors. Contemporary Educational Psychology, 67, 102014. https://doi.org/10.1016/j.cedpsych.2021.102014
  • Lynch, M. (1992). Modes of linkage between relationship disturbances and maladaptation: issues in the area of child maltreatment [ Unpublished doctoral dissertation]. University of Rochester.
  • Massar, M. M., McIntosh, K., & Eliason, B. M. (2015). Do out-of-school suspensions prevent future exclusionary discipline?. University of Oregon. https://www.pbis.org/resource/do-out-of-school-suspensions-prevent-future-exclusionary-discipline
  • McIntosh, K., Girvan, E. J., Fairbanks Falcon, S., McDaniel, S. C., Smolkowski, K., Bastable, E. ,& Baldy, T. S. (2021). Equity-focused PBIS approach reduces racial inequities in school discipline: A randomized controlled trial. School Psychology, 36(6), 433. https://doi.org/10.1037/spq0000466
  • McIntosh, K., Girvan, E. J., Horner, R. H., & Smolkowski, K. (2014). Education not incarceration: A conceptual model for reducing racial and ethnic disproportionality in school discipline. Journal of Applied Research on Children, 5(2). http://digitalcommons.library.tmc.edu/childrenatrisk/vol5/iss2/4
  • Meyers, J. (1973). A consultation model for school psychological services. Journal of School Psychology, 11(1), 5–15. https://doi.org/10.1016/0022-4405(73)90003-4
  • Morris, E. W., and Perry, B. L. (2016). The Punishment Gap: School Suspension and Racial Disparities in Achievement. Social Problems, 63(1), 68–86. https://doi.org/10.1093/socpro/spv026
  • Nicholson‐Crotty, S., Birchmeier, Z, and Valentine, D. (2009). Exploring the Impact of School Discipline on Racial Disproportion in the Juvenile Justice System. Social Science Quarterly, 90(4), 1003–1018. https://doi.org/10.1111/j.1540-6237.2009.00674.x
  • Novak, A. (2019). The school-to-prison pipeline: An examination of the association between suspension and justice system involvement. Criminal Justice and Behavior, 46(8), 1165–1180. https://doi.org/10.1177/0093854819846917
  • Okonofua, J. A., & Eberhardt, J. L. (2015). Two strikes: Race and the disciplining of young students. Psychological Science, 26(5), 617–624. https://doi.org/10.1177/0956797615570365
  • Okonofua, J. A., Walton, G. M., & Eberhardt, J. L. (2016). A vicious cycle: A social– psychological account of extreme racial disparities in school discipline. Perspectives on Psychological Science, 11(3), 381–398. http://www.jstor.org/stable/26358628
  • Pianta, R. (2001). Student–teacher relationship scale–short form. Psychological Assessment Resources, Inc.
  • Pianta, R. C., & Steinberg, M. (1992). Teacher‐child relationships and the process of adjusting to school. New Directions for Child and Adolescent Development, 1992(57), 61–80. https://doi.org/10.1002/cd.23219925706
  • Reddy, L. A., Dudek, C. M., & Lekwa, A. (2017). Classroom strategies coaching model: Integration of formative assessment and instructional coaching. Theory into Practice, 56(1), 46–55. https://doi.org/10.1080/00405841.2016.1241944
  • Reddy, L. A., Dudek, C. M., & Shernoff, E. S. (2016). Teacher formative assessment: The missing link in response to intervention In Jimerson, S., Burns, M., & VanDerHeyden, A. (Eds.), Handbook of response to intervention (pp. 607–623). Boston, MA: Springer.
  • Reinke, W. M., Lewis-Palmer, T., & Merrell, K. (2008). The classroom check-up: A classwide teacher consultation model for increasing praise and decreasing disruptive behavior. School Psychology Review, 37(3), 315–332. https://doi.org/10.1080/02796015.2008.12087879
  • Reinke, W. M., Stormont, M., Herman, K. C., Wang, Z., Newcomer, L., & King, K. (2014). Use of coaching and behavior support planning for students with disruptive behavior within a universal classroom management program. Journal of Emotional and Behavioral Disorders, 22(2), 74–82. https://doi.org/10.1177/1063426613519820
  • Rosenfield, S. (2022). Strengthening the school in school psychology training and practice. School Psychology Review, 51(6), 785–794. https://doi.org/10.1080/2372966X.2021.1993032
  • Sabnis, S. V., & Proctor, S. L. (2022). Use of critical theory to develop a conceptual framework for critical school psychology. School Psychology Review, 51(6), 661–675. https://doi.org/10.1080/2372966X.2021.1949248
  • Sedlak, A. J., & McPherson, K. (2010). Survey of youth in residential placement: Youth’s needs and services. SYRP Report. Westat.
  • Skiba, R. J., Arredondo, M. I., & Williams, N. T. (2014). More than a metaphor: The contribution of exclusionary discipline to a school-to-prison pipeline. Equity & Excellence in Education, 47(4), 546–564. https://doi.org/10.1080/10665684.2014.958965
  • Skiba, R. J., Horner, R. H., Chung, C. G., Rausch, M. K., May, S. L., & Tobin, T. (2011). Race is not neutral: A investigation of African American and Latino disproportionality in school discipline. School Psychology Review, 40(1), 85–107. https://doi.org/10.1080/02796015.2011.12087730
  • Skiba, R. J., & Williams, N. T. (2014). Are Black kids worse? Myths and facts about racial differences in behavior. The Equity Project at Indiana University, 1–8. https://indrc.indiana.edu/tools-resources/pdf-disciplineseries/african_american_differential_behavior_031214.pdf
  • Sleeter, C. E. (2017). Critical race theory and the whiteness of teacher education. Urban Education, 52(2), 155–169. https://doi.org/10.1177/0042085916668957
  • Smolkowski, K., Girvan, E. J., McIntosh, K., Nese, R. N., & Horner, R. H. (2016). Vulnerable decision points for disproportionate office discipline referrals: Comparisons of discipline for African American and white elementary school students. Behavioral Disorders, 41(4), 178–195. https://doi.org/10.17988/bedi-41-04-178-195.1
  • Suh, S., & Suh, J. (2007). Risk factors and levels of risk for high school dropouts. Professional School Counseling, 10(3), 297–306. https://doi.org/10.5330/prsc.10.3.w26024vvw6541gv7
  • U.S. Department of Education Office for Civil Rights. (2021). An overview of exclusionary discipline practices in public schools for the 2017-2018 school year. https://www2.ed.gov/about/offices/list/ocr/docs/crdc-exclusionary-school-discipline.pdf
  • Vanderhaar, J., Munoz, M., & Petrosko, J. (2014). Reconsidering the alternatives: The relationship between suspension, disciplinary alternative school placement, subsequent juvenile detention, and the salience of race. Journal of Applied Research on Children, 5(2), 14. http://digitalcommons.library.tmc.edu/childrenatrisk/vol5/iss2/14
  • Whitaker, R. C., Dearth-Wesley, T., & Gooze, R. A. (2015). Workplace stress and the quality of teacher–children relationships in head start. Early Childhood Research Quarterly, 30, 57–69. https://doi.org/10.1016/j.ecresq.2014.08.008

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.