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Author ORCID Identifier
https://orcid.org/0000-0002-5612-9861
AccessType
Open Access Dissertation
Document Type
dissertation
Degree Name
Doctor of Philosophy (PhD)
Degree Program
Psychology
Year Degree Awarded
2023
Month Degree Awarded
September
First Advisor
Elizabeth A. Harvey
Abstract
A robust body of literature has documented systematic parent-teacher discrepancies in ratings of children’s ADHD symptoms (inattentive, hyperactive, or impulsive behaviors) as a function of child race. Past research has suggested a potential role of teachers’ racial bias in higher ratings of Black children’s ADHD behaviors relative to Black parents’ ratings. The present study sought to better characterize these racial biases by examining implicit and explicit measures of racial prejudice and racial stereotypes, as well as Black parents’ perceptions of those biases as predictors of their ratings of Black children’s ADHD behaviors. Results suggested that white teachers’ explicit racial ADHD stereotypes predicted more biased ratings of Black boys’ ADHD symptoms. Moreover, perceptions of systemic racism predicted Black parents’ lower ratings of Black boys’ ADHD symptoms, relative to white boys. Finally, mediational analyses across the whole sample indicated that white teachers demonstrated more implicit racial prejudice than did Black parents, which in turn predicted more biased ratings of Black boys’ hyperactivity symptoms. No measures of racial bias predicted biased ratings of Black girls’ ADHD symptoms. Future research should aim to better understand the roles of these racial biases in assessments of other common types of childhood psychopathology, and develop interventions to reduce the impacts of racial biases in psychological assessments for children of color to promote racial equity in mental health care.
DOI
https://doi.org/10.7275/30814233
Recommended Citation
Kang, Sungha, "Racial Biases in Parent-Teacher Ratings of Childhood ADHD Symptoms: An Examination of Prejudice and Stereotypes" (2023). Doctoral Dissertations. 3002.
https://doi.org/10.7275/30814233
https://scholarworks.umass.edu/dissertations_2/3002