A Comparative Analysis of Teachers', Caucasian Parents', and Hispanic Parents' Views of Problematic School Survival Behaviors

Authors

Lisa Aaroe, University of Phoenix
J. Ron Nelson, University of Nebraska - LincolnFollow

Document Type

Article

Date of this Version

8-2000

Comments

Published in EDUCATION AND TREATMENT OF CHILDREN Vol. 23, No. 3, AUGUST 2000. Copyright 2000 West Virginia University Press.

Abstract

Scholars have asserted that the misclassification of culturally diverse students in programs for students with emotional and behavioral disorders (EBD) may be attributable, at least in part, to the mismatch between the behavioral expectations present in the students' home environments and those prevalent within schools. A preliminary study was conducted to explore whether Caucasian and Hispanic parents' views of negative classroom and interpersonal school survival behaviors were consistent with one another and with those of general and special education teachers. Overall, the results suggest that parents (Caucasian and Hispanic) generally hold similar views regarding the extent to which it was problematic for a student to exhibit such behaviors. In contrast, teachers (special and general educators) and parents (Caucasian and Hispanic) differed significantly on many items related to negative classroom and interpersonal school survival behaviors. The results and future research needs are discussed.