Using National Data to Understand the Contextual Factors and Negative Experiences That Explain Racial Differences in the School Misbehavior of Ninth Grade Boys and Girls
Sponsor
This research was supported by the National Science Foundation (DRL-1652279) andthe National Institutes of Health funded Build EXITO program at Portland StateUniversity (UL1GM118964).
Published In
Journal of Early Adolescence
Document Type
Citation
Publication Date
12-22-2023
Abstract
The literature linking adulthood criminality to cumulative disadvantage and early school misbehavior demonstrates that understanding the mechanisms underlying student behavior and the responses of teachers and administrators is crucial in comprehending racial/ethnic disparities in actual or perceived school misbehavior. We use data on 19,160 ninth graders from the nationally representative High School Longitudinal Study of 2009 to show that boys’ and girls’ negative achievement and negative experiences with teachers relate more closely to school misbehavior than the contextual measures (e.g., negative peer climate, proportion Black) that have often been emphasized as most salient for misbehavior. Differences in negative achievement and experiences completely explain Black boys’, Latinx boys’, and Black girls’ heightened levels of school misbehavior relative to White youth, and Asian boys’ and girls’ lower levels of school misbehavior. In contrast, differences in negative achievement and experiences only partially explain Latinx girls’ higher levels of school misbehavior relative to White girls.
Rights
© The Author(s) 2023
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DOI
10.1177/02724316231223531
Persistent Identifier
https://archives.pdx.edu/ds/psu/41272
Citation Details
Appleton, C., Shifrer, D., & Rebellon, C. J. (2023). Using National Data to Understand the Contextual Factors and Negative Experiences that Explain Racial Differences in the School Misbehavior of Ninth Grade Boys and Girls. The Journal of Early Adolescence.