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

Publication ,  Journal Article
Thomas, DE; Coard, SI; Stevenson, HC; Bentley, K; Zamel, P
Published in: Psychology in the Schools
February 1, 2009

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.

Duke Scholars

Published In

Psychology in the Schools

DOI

EISSN

1520-6807

ISSN

0033-3085

Publication Date

February 1, 2009

Volume

46

Issue

2

Start / End Page

184 / 196

Related Subject Headings

  • Education
  • 5203 Clinical and health psychology
  • 5201 Applied and developmental psychology
  • 3904 Specialist studies in education
  • 1701 Psychology
  • 1303 Specialist Studies in Education
 

Citation

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Thomas, D. E., Coard, S. I., Stevenson, H. C., Bentley, K., & Zamel, P. (2009). Racial and emotional factors predicting teachers' perceptions of classroom behavioral maladjustment for urban African American male youth. Psychology in the Schools, 46(2), 184–196. https://doi.org/10.1002/pits.20362
Thomas, D. E., S. I. Coard, H. C. Stevenson, K. Bentley, and P. Zamel. “Racial and emotional factors predicting teachers' perceptions of classroom behavioral maladjustment for urban African American male youth.” Psychology in the Schools 46, no. 2 (February 1, 2009): 184–96. https://doi.org/10.1002/pits.20362.
Thomas DE, Coard SI, Stevenson HC, Bentley K, Zamel P. Racial and emotional factors predicting teachers' perceptions of classroom behavioral maladjustment for urban African American male youth. Psychology in the Schools. 2009 Feb 1;46(2):184–96.
Thomas, D. E., et al. “Racial and emotional factors predicting teachers' perceptions of classroom behavioral maladjustment for urban African American male youth.” Psychology in the Schools, vol. 46, no. 2, Feb. 2009, pp. 184–96. Scopus, doi:10.1002/pits.20362.
Thomas DE, Coard SI, Stevenson HC, Bentley K, Zamel P. Racial and emotional factors predicting teachers' perceptions of classroom behavioral maladjustment for urban African American male youth. Psychology in the Schools. 2009 Feb 1;46(2):184–196.
Journal cover image

Published In

Psychology in the Schools

DOI

EISSN

1520-6807

ISSN

0033-3085

Publication Date

February 1, 2009

Volume

46

Issue

2

Start / End Page

184 / 196

Related Subject Headings

  • Education
  • 5203 Clinical and health psychology
  • 5201 Applied and developmental psychology
  • 3904 Specialist studies in education
  • 1701 Psychology
  • 1303 Specialist Studies in Education