Looking for Trouble: How Teachers' Racialized Practices Perpetuate Discipline Inequities in Early Childhood
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| Title: | Looking for Trouble: How Teachers' Racialized Practices Perpetuate Discipline Inequities in Early Childhood |
|---|---|
| Language: | English |
| Authors: | Calvin Rashaud Zimmermann (ORCID |
| Source: | Sociology of Education. 2024 97(3):219-232. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Elementary Schools, Middle Schools, Middle School Students, Elementary School Students, Discipline Policy, Discipline, Negative Reinforcement, African American Students, Males, Urban Schools, Racial Discrimination, Teacher Attitudes, Elementary School Teachers, Middle School Teachers, Attitude Change |
| DOI: | 10.1177/00380407241228581 |
| ISSN: | 0038-0407 1939-8573 |
| Abstract: | Racial disproportionality in school discipline is a major U.S. educational problem. Official data show that Black boys are disciplined at the highest rates of any racial and gender subgroup. Scholars suggest the "criminal" Black male image shapes teachers' views and treatment of their Black male students. Yet few studies examine the everyday mechanisms of racial discipline disparities, particularly in early childhood. This study uses ethnography to understand first-grade teachers' disciplinary interactions with Black and White boys. The findings uncover teachers' racialized disciplinary practices via differential surveillance of, differential engagement with, and differential responses to noncompliance from Black and White boys as key mechanisms that reproduce unequal disciplinary experiences in early childhood education. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1433345 |
| Database: | ERIC |
| Abstract: | Racial disproportionality in school discipline is a major U.S. educational problem. Official data show that Black boys are disciplined at the highest rates of any racial and gender subgroup. Scholars suggest the "criminal" Black male image shapes teachers' views and treatment of their Black male students. Yet few studies examine the everyday mechanisms of racial discipline disparities, particularly in early childhood. This study uses ethnography to understand first-grade teachers' disciplinary interactions with Black and White boys. The findings uncover teachers' racialized disciplinary practices via differential surveillance of, differential engagement with, and differential responses to noncompliance from Black and White boys as key mechanisms that reproduce unequal disciplinary experiences in early childhood education. |
|---|---|
| ISSN: | 0038-0407 1939-8573 |
| DOI: | 10.1177/00380407241228581 |
