The disproportionality dilemma: Patterns of teacher referrals to school counselors for disruptive behavior

Julia Bryan, Norma Day-Vines, Dana Griffin, Cheryl Moore-Thomas

Research output: Contribution to journalArticle

28 Scopus citations

Abstract

Disproportionality plagues schools nationwide in special education placement, dropout, discipline referral, suspension, and expulsion rates. This study examined predictors of teacher referrals to school counselors for disruptive behavior in a sample of students selected from the Educational Longitudinal Study 2002 (National Center for Education Statistics, n.d.). Findings demonstrated that students' race predicted English teacher referrals; students' gender, previous disciplinary infractions, and teachers' postsecondary expectations for students predicted English and math teacher referrals. Implications for practice, policy, and research are discussed.

Original languageEnglish (US)
Pages (from-to)177-190
Number of pages14
JournalJournal of Counseling and Development
Volume90
Issue number2
DOIs
StatePublished - Apr 1 2012

All Science Journal Classification (ASJC) codes

  • Applied Psychology

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