Racial and emotional factors predicting teachers' perceptions of classroom behavioral maladjustment for urban African American male youth


Journal Article

The present study investigated the predictive in fluence 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.

Full Text

Duke Authors

Cited Authors

  • Thomas, DE; Coard, SI; Stevenson, HC; Bentley, K; Zamel, P

Published Date

  • February 1, 2009

Published In

Volume / Issue

  • 46 / 2

Start / End Page

  • 184 - 196

Electronic International Standard Serial Number (EISSN)

  • 1520-6807

International Standard Serial Number (ISSN)

  • 0033-3085

Digital Object Identifier (DOI)

  • 10.1002/pits.20362

Citation Source

  • Scopus