School Discipline Problems in Rural African American Early Adolescents: Characteristics of Students with Major, Minor, and No Offenses

Autor/inn/en	Farmer, Thomas W.; Goforth, Jennifer B.; Clemmer, Jason T.; Thompson, Jana H.
Titel	School Discipline Problems in Rural African American Early Adolescents: Characteristics of Students with Major, Minor, and No Offenses
Quelle	In: Behavioral Disorders, 29 (2004) 4, S.317-336 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
Schlagwörter	Attendance Patterns; Discipline Problems; Rural Schools; Early Adolescents; African American Students; Low Income Groups; Public Schools; Student Records; Gender Differences; Interpersonal Competence; Student Characteristics; Academic Achievement; Aggression; Antisocial Behavior; Middle School Students; Social Adjustment; Student Adjustment; Peer Relationship; Social Cognition; Student Behavior + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Public school; Öffentliche Schule; Schülerakte; Geschlechterkonflikt; Interpersonale Kompetenz; Schulleistung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Soziale Anpassung; Adjustment; Adaptation; Peer-Beziehungen; Soziale Kognition; Student behaviour; Schülerverhalten
Abstract	The authors examined school discipline problems in relation to academic and interpersonal characteristics of students in a middle school of a rural low-income community. The sample comprised 259 students (83 boys, 176 girls)--all of whom were African American--and reflected the community's public school attendance. School records were examined, and students were identified as having no offenses, minor offenses, or major offenses. More than 50% of the girls had no offenses, and fewer than 20% had major offenses. Girls identified as having no offenses tended to be competent across the academic, behavioral, and social domains, whereas girls with major offenses tended to have multiple problems. For the boys, 37% had major offenses and 34% had no offenses. Involvement in aggression appeared to be the primary factor that differentiated among boys who were and were not referred for discipline problems. The authors discuss the results in terms of their implications for assessment and prevention. (Contains 1 figure and 11 tables.) (Author).
Anmerkungen	Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/behavioraldisorders/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10