Teachers' Reactions to African American Students' Movement Styles Academic Article

abstract

• The public education system in the United States has overidentified African American children as targets for special education. In 1998, figures released by the U.S. Department of Education showed that African American students comprised 21% of all students in special education courses in the United States. Yet, African American students account for only 16.8% of the public school population. Research shows that overidentification is related to ethnicity, poverty, inappropriate assessment tools used by schools, and teacher misperceptions. This article describes teachers' perceptions of African American students' achievement and aggression based on their walking style. Additionally, suggestions are provided for teaching practices and student interactions that promote high student achievement in the classroom and beyond.

authors

• Webb-Hasan, Gwendolyn

published proceedings

• Intervention in School and Clinic

author list (cited authors)

• Neal, L., McCray, A. D., & Webb-Johnson, G.

citation count

• 15

complete list of authors

• Neal, La Vonne I||McCray, Audrey Davis||Webb-Johnson, Gwendolyn

publication date

• January 2001

publisher

• SAGE Publications  Publisher

published in

• Intervention in School and Clinic  Journal

keywords

• 39 Education
• 3901 Curriculum And Pedagogy
• 3903 Education Systems
• 3904 Specialist Studies In Education
• 4 Quality Education
• Clinical Research
• Pediatric

Digital Object Identifier (DOI)

• 10.1177/105345120103600306

start page

• 168

end page

• 174

volume

• 36

issue

• 3

URL

• http://dx.doi.org/10.1177/105345120103600306

user-defined tag

• 4 Quality Education