Using 8,265 positive behavior cards and 544 conduct reports for 244 students, regressions of how race and gender influence the allocation of punishments or rewards for students at a New England elementary school with an Effective Behavioral Support (EBS) program were examined. Girls were most likely to receive a positive behavior card for respectful actions and white students were most likely to receive a positive card for safe behavior. Boys and Black students were more likely to receive a conduct report for “bad” behavior than girls and white students. Implications regarding race and gender bias in behavior-based programs are discussed.
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