Teacher and parent perceptions of behavior problems among a sample of African American, Hispanic, and non‐Hispanic white studients

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Abstract
A multiracial/multiethnic sample of middle school adolescents and their teachers was used to assess whether teacher ratings of student behavior problems varied according to teacher‐student racial/ethnic differences and students' perception of teachers' attitudes toward them. No significant mean score differences were found for Hispanic or non‐Hispanic white students according to the race/ethnicity of the teachers doing the ratings. However, African American students rated by Hispanic and non‐Hispanic white teachers had significantly higher mean total behavior problem scores than African American students rated by African American teachers. Teacher ratings were also compared to those made by parents. The percentage of students rated as cases by teachers but not by parents differed significantly by race/ethnicity of student. Other findings indicated highly significant relationships between student‐perceived teacher disparagement and the assignment of high behavior problem scores to students by teachers.