Perceptions Of Differential Treatment Research Articles

Exploring How Systemic Racism Affects African American Students’ College Choice Decisions: A Comparative Case Study Analysis

A lot of attention has been given to the problem of institutionalized racism in academia lately. From a young age, the road to success in school has not always been an easy route for African American students. According to Bottiani, Bradshaw, and Mendelson (2016), students' perceptions of differential treatment, exclusion, and discrimination by teachers and adults in school appear to play a significant role in the poor outcomes among the youth of color. The climate change surrounding racial issues and U.S. economic downturn have had a significant impact on students of color as regards to their commitment to higher education (Karkouti, 2016). This paper attempts to answer the overarching research question such as: How does systemic racism play a role in African American students' college choice decisions? The results from this paper are displayed in critical race theory, as it is a crucial factor in the analysis of choice theory.

What’s the right answer? Parent and youth perceptions of teacher responses to pain behaviors in the classroom

ABSTRACTThe current study aimed to examine 1) an adaptation of the Adult Responses to Child Symptoms scale focused on assessing perceptions of teachers’ responses to youth pain in the classroom and 2) whether perceptions of differential treatment due to pain at school are associated with certain outcomes. Youth with chronic pain (n = 129) and a parent completed the Teacher Response to Child Symptoms scale (TRCS) in addition to pain-related and psychosocial questionnaires. Participants were included if they had a physician-confirmed chronic pain condition of at least three months’ duration and were enrolled in a structured school setting. Exploratory factor analysis indicated that a two-factor solution would be most appropriate for the TRCS structure. Individual factor scores were associated with functional disability and school impairment. Future research should examine the potential for increasing teachers’ ability to respond to pain in ways that promote adaptive school function.

Racial and ethnic differences in high school students’ perceptions of school climate and disciplinary practices

This study examines the relationship between students’ perceptions of teacher treatment, school suspensions, and school climate in three high schools in Central New York (N = 1,444). Students completed an anonymous questionnaire about their perceptions of school climate and school disciplinary practices. Results showed racial and ethnic differences in perceptions of teacher treatment, suspension practices, and school climate. Race was the most significant predictor of perceptions of differential suspension practices and teacher treatment among students. For Black students, perceptions of differential treatment helped predict school climate perceptions. Students’ perceptions of unequal treatment of racial groups influence their experiences in school. We discuss research-based approaches that address systemic practices and policies, professional training of school personnel and provision of student services to help improve the school experiences of Black and other minority students and reduce the equity gap.

Siblings' Perceptions of Differential Treatment, Fairness, and Jealousy and Adolescent Adjustment: A Moderated Indirect Effects Model.

Youth's perception of parents' differential treatment (PDT) are associated with maladjustment during adolescence. Although the direct relations between PDT and youth's maladjustment have been well established, the mechanisms underlying these associations remain unclear. We addressed this gap by examining whether sibling jealousy accounted for the links between PDT and youth's depressive symptoms, self-worth, and risky behaviors. Additionally, we examined whether youth's perceptions of fairness regarding their treatment as well as the gender constellation of the dyad moderated these indirect relations (i.e., moderated-indirect effects). Participants were first- and second-born adolescent siblings (M = 15.96, SD = .72 years for older siblings, M = 13.48, SD = 1.02 years for younger siblings) and their parents from 197 working and middle class European American families. Data were collected via home interviews. A series of Conditional Process Analyses revealed significant indirect effects of PDT through sibling jealousy to all three adjustment outcomes. Furthermore, perceptions of fairness moderated the relations between PDT and jealousy, such that the indirect effects were only significant at low (-1 SD) and average levels of fairness. At high levels of fairness (+1 SD) there was no association between PDT, jealousy, and youth adjustment. Taken together, results indicate that youth and parents would benefit from engaging in clear communication regarding the reasoning for the occurrence of differential treatment, likely maximizing youth and parent perceptions of that treatment as being fair, and in turn mitigating sibling jealousy and maladjustment.

African American Students' Perceptions of Differential Treatment in Learning Environments: Examining the Moderating Role of Peer Support, Connection to Heritage, and Discrimination Efficacy

The current study advances prior literature by examining the relationship between African American students' perceptions of differential treatment by teachers and educational outcomes (i.e., importance of schooling and academic self-concept). In addition, we examined factors that promote educational outcomes in the context of perceived discrimination, focusing mainly on the protective value of youth's cultural heritage as well as individual characteristics. Participants included 385 African American students (50% female) who were interviewed at 8th and 11th grade. Results indicated that early experiences with differential treatment predicted declines in importance of schooling and academic self-concept from 8th grade to 11th grade. Peer social support emerged as a protective factor, such that differential treatment was negatively associated with academic self-concept only for adolescents who did not have strong peer support. Implications of the current research for promoting African American students' educational success in learning environments and directions for future research are discussed.

Perceptions of Differential Treatment From the Viewpoints of Attending Physicians, Residents, and Hispanic Parents in Arkansas

Perceptions of Differential Treatment From the Viewpoints of Attending Physicians, Residents, and Hispanic Parents in Arkansas

Gender and doctoral studies: the perceptions of Ph.D. students in an American university

Twenty students enrolled in Ph.D. programmes were interviewed to examine the role of gender in their academic experiences. Gender was examined in three ways: gender of the student, gender of the student’s faculty supervisor and gender make‐up of the faculty within the student’s department or academic unit. All students reported the importance of supportive faculty mentors and that financial worries, time pressure and the uncertainty of future employment were sources of stress. Family formation and striving toward personal as well as professional goals were particularly of concern for women, as were perceptions of differential treatment. Women students valued women faculty mentors, although female faculty were perceived as less supportive than male faculty of family concerns when these women had themselves sacrificed family formation for the sake of their careers. Both men and women experienced less stress and reported greater career commitment when faculty in their departments exhibited less traditional values regarding the balancing of personal and professional goals. The implications of these findings for reducing doctoral student attrition rates and for creating a more supportive environment for Ph.D. students are discussed.

Comments on "The effects of leader-member exchange and differential treatment on work unit commitment": distinguishing between neutralizing and moderating effects.

Van Breukelen, Konst, and van der Vlist in 2002 examined how members' perceptions of differential treatment from the leader affect the relationship between Leader-Member exchange and work unit commitment. This paper offers commentary, with specific focus on the judgment call for examining continuous effects across all levels of differential treatment. To justify the role of differential treatment as a neutralizer that weakens the influence of Leader-Member exchange on work unit commitment, the regression coefficients of work unit commitment on Leader-Member Exchange should be examined continuously with discriminable differential treatment. As a caution against using "neutralizer" based on the research results presented, "moderator" is suggested as the more appropriate descriptor of the role that differential treatment played. Also, the nature of the interaction between Leader-Member exchange quality and work unit commitment is explored, suggesting research should focus more on the main effects.

Perceptions of the School Psychological Environment in Predictingadolescent Mothers’ Educational Expectations

Drawing on theories of educational motivation, this longitudinal study investigates how perceptions of the school psychological environment predict change over time in educational expectations among 81 low-income adolescent mothers. Results suggest that over and above the significant role of baseline educational attainment and expectations, teenage mothers’perceptions of differential treatment at school predict expectations for educational attainment measured 1 year later. Specifically, teens who report that teachers treat them as less smart than they really are and who discourage them from taking certain classes due to their status as mothers show a decline in educational expectations over time.

Effects of LMX and differential treatment on work unit commitment.

The Leader-Member exchange (LMX) theory of leadership states that leaders do behave differently towards the various members in their work unit. Relatively little attention has been devoted to the question of whether members' perceptions of differential treatment on the part of the leader affects their commitment to the work unit. Perceptions of the amount of differential treatment within their work unit did not explain additional variance in members' work unit commitment after the effects of LMX quality were accounted for. There was, however, a significant interaction effect of LMX quality and differential treatment on work unit commitment. The perception of a large number of differential treatment incidents seems to act as a neutralizer with respect to the positive effects LMX quality may have.

Racial and Ethnic Minority High School Students' Perceptions of School Disciplinary Practices: A Look at Some Canadian Findings

This study examined perceptions of differential treatment relating to school disciplinary practices in a racially and ethnically diverse sample (Black, South Asian, Asian, White, and “other” racial/ethnic background) of high school students (N = 1870). Participants completed detailed individual questionnaires assessing general perceptions of school disciplinary practices and various aspects of the school environment. Results indicated that racial/ethnic minority students are much more likely than White students to perceive discrimination with respect to teacher treatment, school suspension, use of police by school authorities, and police treatment at school. Multivariate analyses revealed that such perceptions are particular strong for Black students. In addition, a number of other variables such as gender, socioeconomic status, age of immigration, and views of school climate also predicted students' perceptions of differential treatment toward members of their racial/ethnic group. The implications of these findings are discussed, and suggestions for future research are outlined.