000			01514nab a2200265 4500
999			_c10991 _d10991
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008			201214b ||||| |||| 00| 0 eng d
100			_aKunesh, Claire E. _934247
245			_aUnderstanding Disciplinary Disproportionality: Stereotypes Shape Pre-Service Teachers’ Beliefs About Black Boys’ Behavior
260			_bSage, _c2019.
300			_aVol 54, Issue 4, 2019(471-498)
520			_aThe disproportionate discipline of Black male students is a pervasive problem in U.S. schools. To examine the role of stereotypes in disciplinary disproportionality, pre-service teachers were randomly assigned to read a vignette about a defiant student. Those who read a vignette about a Black student believed that the student was more likely to misbehave in the future, compared with those who read a vignette about a White student. These findings suggest that some teachers attribute the misbehavior of Black male students to more stable causes, which may lead them to alter their behavior toward these students.
650			_adiscipline policies, _933418
650			_a low expectations, _934248
650			_aurban education, _933370
650			_aAfrican American students, _933418
650			_a Black males, _934249
650			_a pre-service teachers _934250
700			_aNoltemeyer, Amity _934251
773	0		_010959 _915474 _dSage, 2019. _tUrban education
856			_uhttps://doi.org/10.1177/0042085915623337
942			_2ddc _cART