Abstract
This article reports on a study addressing student referral differences based on family structure, gender, and race in teacher-initiated contact to school counselors. Researchers used secondary data from the National Education Longitudinal Study. They used logit log linear analyses in this data analysis. Significant differences existed for all three variables–race, gender, and family structure–with teachers more likely to contact the school counselor when the student was male, African American, or living in a non-intact family structure.
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