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A window into racial and socioeconomic status disparities in preschool disciplinary action using developmental methodology
Annals of the New York Academy of Sciences ( IF 4.1 ) Pub Date : 2021-09-23 , DOI: 10.1111/nyas.14687 Terri J Sabol 1, 2 , Courtenay L Kessler 1, 2 , Leoandra Onnie Rogers 2, 3 , Amelie Petitclerc 4 , Jamilah Silver 5 , Margaret Briggs-Gowan 6 , Lauren S Wakschlag 2, 7
Annals of the New York Academy of Sciences ( IF 4.1 ) Pub Date : 2021-09-23 , DOI: 10.1111/nyas.14687 Terri J Sabol 1, 2 , Courtenay L Kessler 1, 2 , Leoandra Onnie Rogers 2, 3 , Amelie Petitclerc 4 , Jamilah Silver 5 , Margaret Briggs-Gowan 6 , Lauren S Wakschlag 2, 7
Affiliation
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There are large differences in expulsions and suspensions on the basis of race starting in preschool and divergent explanations for their cause. The current study explores how developmental methodology can shed light on this vexing issue. We leverage two measures: (1) childcare provider complaints about children's behavior and their recommended disciplinary action (measured by parent report); and (2) observed disruptive behavior measured by a laboratory-based standardized observation tool, the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS), among a large, sociodemographically diverse sample of children (n 
430; mean age 
4.79 years). We identified three latent class profiles on the basis of race/socioeconomic status (SES) and found disparities in childcare provider complaints based on profile membership. More specifically, children classified in the Black/Hispanic, poor and Black, nonpoor profiles both had significantly higher childcare provider complaints compared with children in the White/Hispanic, nonpoor profile. By contrast, there were no differences in observed disruptive behavior based on race/SES profiles. Finally, childcare provider complaints in preschool were associated with lower cognitive performance in elementary school, above and beyond observed disruptive behavior in preschool and race/SES profiles. Implications for classroom practice and contributions to the national debate on school disciplinary policies are discussed.
中文翻译：
使用发展方法论了解学前纪律处分中种族和社会经济地位差异的窗口
根据学前班开始的比赛以及对其原因的不同解释，开除和停赛的情况存在很大差异。当前的研究探讨了发展方法论如何阐明这个棘手的问题。我们利用两种措施：（1）托儿服务提供者对儿童行为的投诉及其建议的纪律处分（根据家长报告衡量）； (2) 通过基于实验室的标准化观察工具——破坏性行为诊断观察表（DB-DOS）——在大量社会人口学多样化的儿童样本中观察到破坏性行为（ n 430;平均年龄 4.79 年）。我们根据种族/社会经济地位 (SES) 确定了三个潜在类别概况，并发现基于概况成员资格的托儿服务提供者投诉存在差异。更具体地说，与白人/西班牙裔非贫困群体的儿童相比，黑人/西班牙裔贫困群体和黑人非贫困群体的儿童对托儿服务提供者的投诉明显更高。相比之下，根据种族/社会经济地位概况观察到的破坏性行为没有差异。最后，学前托儿服务提供者的投诉与小学认知能力较低有关，超出了学前班和种族/SES概况中观察到的破坏性行为。讨论了对课堂实践的影响以及对全国学校纪律政策辩论的贡献。
更新日期：2021-09-23
430; mean age 4.79 years). We identified three latent class profiles on the basis of race/socioeconomic status (SES) and found disparities in childcare provider complaints based on profile membership. More specifically, children classified in the Black/Hispanic, poor and Black, nonpoor profiles both had significantly higher childcare provider complaints compared with children in the White/Hispanic, nonpoor profile. By contrast, there were no differences in observed disruptive behavior based on race/SES profiles. Finally, childcare provider complaints in preschool were associated with lower cognitive performance in elementary school, above and beyond observed disruptive behavior in preschool and race/SES profiles. Implications for classroom practice and contributions to the national debate on school disciplinary policies are discussed.
中文翻译：
使用发展方法论了解学前纪律处分中种族和社会经济地位差异的窗口
根据学前班开始的比赛以及对其原因的不同解释，开除和停赛的情况存在很大差异。当前的研究探讨了发展方法论如何阐明这个棘手的问题。我们利用两种措施：（1）托儿服务提供者对儿童行为的投诉及其建议的纪律处分（根据家长报告衡量）； (2) 通过基于实验室的标准化观察工具——破坏性行为诊断观察表（DB-DOS）——在大量社会人口学多样化的儿童样本中观察到破坏性行为（ n
430;平均年龄 4.79 年）。我们根据种族/社会经济地位 (SES) 确定了三个潜在类别概况，并发现基于概况成员资格的托儿服务提供者投诉存在差异。更具体地说，与白人/西班牙裔非贫困群体的儿童相比，黑人/西班牙裔贫困群体和黑人非贫困群体的儿童对托儿服务提供者的投诉明显更高。相比之下，根据种族/社会经济地位概况观察到的破坏性行为没有差异。最后，学前托儿服务提供者的投诉与小学认知能力较低有关，超出了学前班和种族/SES概况中观察到的破坏性行为。讨论了对课堂实践的影响以及对全国学校纪律政策辩论的贡献。
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