Students with Emotional and Behavioral Disorders (EBD) often experience serious educational difficulties and negative outcomes (Gresham, MacMillan, & Bocian, 1996; Landrum, Tankersley, & Kauffman, 2003; Rock, Fessler, & Church, 1997). School-wide screening to identify students with social, emotional, and behavioral concerns (SEB) allows school personnel to identify at-risk students and connect them with needed resources. Some students appear to be identified disproportionally, with male students identified as at-risk more frequently then female students (Young, Sabbah, Young, Reiser, & Richardson, 2009). There are many possible factors that could contribute to this disproportionate identification. Since screening for EBD is often based on teacher nominations, teacher gender is one factor that needs to be considered. This study examined the influence of teacher gender on a screening process to identify students at risk for SEB in a secondary school. Nominations of at risk students from 40 middle school teachers were evaluated to determine if teacher gender influenced the proportion of male and female students identified as at risk for SEB. Teacher gender did not significantly influence which gender of students were nominated. Future research may investigate other factors that may contribute to disproportionate identification.
College and Department
David O. McKay School of Education; Counseling Psychology and Special Education
BYU ScholarsArchive Citation
Hardman, Susan E., "Effects of Teacher Gender on Screening for Social, Emotional, and Behavioral Concerns for a Middle School Population" (2013). All Theses and Dissertations. 3966.
emotional and behavioral disorder, social emotional and behavioral concerns, screening, secondary school, gender