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The Journal of Special Education
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Socially-Charged Pupil and Psychologist Effects On Psychoeducational Decisions

Stephen Amira, M.A.

Vanderbilt University

Stephen I. Abramowitz, Ph.D.

University of California, Davis

Beverly Gomes-Schwartz, Ph.D.

Vanderbilt University

We investigated the notion of school psychologist expectancy-bias against the socially disenfranchised child. Pupil race and social class were varied factorially in a bogus psychoeducational report mailed with related materials to 600 randomly selected members of APA Division 16 (School Psychology). Nearly 36% (N = 217) of the original sample returned usable data, including diagnostic impressions, remediation recommendations, and responses to a traditional moralism scale. School psychologists acquitted themselves well overall. However, relatively traditional respondents evaluated the middle-class black pupil as more mentally retarded than his lower-class counterpart and also recommended him more strongly for a custodial program at a separate school. Alternative explanations of these findings are discussed.

The Journal of Special Education, Vol. 11, No. 4, 433-440 (1977)
DOI: 10.1177/002246697701100405
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