Behavior differences between African-American and Caucasian students: issues for assessment and intervention

摘要: Abstract This article provides an overview of the behavioral aspects what has been referred to as African-American Behavioral Style (AABS). includes examples behaviors associated with this style while making comparisons generally Caucasian students. Methods assessing student behavior are examined in relation potential problems that may arise from cultural differences and expectations. Suggestions provided for conducting assessments minimize subjective interpretations well providing educational interventions align more closely AABS. The current U. S. Census reveals people minority groups make up over 30 percent total population, projected become greater than 50 year 2060 (U.S. Bureau, 2000). These demographic data suggest within professional "lifetime" a pre-service teacher, she/he most likely will come into contact students backgrounds other her/his own. In some districts California (and elsewhere), educators have interacting many 10 different cultures speaking languages dialects years (Lynch & Hanson, 1992). diversity is important consider address if we want ensure effective. According Nastasi, Varjas, Bernstein Jayasena (2000), our effectiveness dependent upon four areas. First, must acknowledge understand populations serve. Second, be able work individuals multitude Third, conduct nondiscriminatory high treatment validity. Last, develop can all diverse needs each As way meet students, theories styles proposed. basic premise behind who share certain culture apt interact information ways because common socializing forces they experience (cf. Cohen, 1969; Hale-Benson, 1986; Huber Pewewardy, 1990). known Ferguson's law, or law differentiation (Ferguson, 1956); see also (Frisby, 1993; Irving Berry, 1988). Although tendency interaction affects one's life, learning focus on academic performance outcomes Banks, 1988; Shade, 1989; Willis, 1989). probably due fact primary education achievement. While achievement variable study styles, area where larger impact. Whereas teachers demonstrated good judges (Gresham, Reschly, Carey, 1987), their ability judge social skills less accurate (Gerber Semmel, 1984; Shinn, Tindal, Spira, 1987). Awareness acceptance paramount sensitive perceptions behavior. Therefore, purpose paper present conceptualization following issues. begins three (AABS), comparing them (CBS). followed by discussion reasons why between two problematic acting next sections deal assessment give suggestions techniques effect differences. …