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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 0000-0001-7307-1748)
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
FullText Text:
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  Data: Looking for Trouble: How Teachers' Racialized Practices Perpetuate Discipline Inequities in Early Childhood
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  Data: <searchLink fieldCode="AR" term="%22Calvin+Rashaud+Zimmermann%22">Calvin Rashaud Zimmermann</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7307-1748">0000-0001-7307-1748</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Sociology+of+Education%22"><i>Sociology of Education</i></searchLink>. 2024 97(3):219-232.
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  Data: 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
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  Data: 14
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Elementary+Schools%22">Elementary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Discipline+Policy%22">Discipline Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Discipline%22">Discipline</searchLink><br /><searchLink fieldCode="DE" term="%22Negative+Reinforcement%22">Negative Reinforcement</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+Students%22">African American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Males%22">Males</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Discrimination%22">Racial Discrimination</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Attitude+Change%22">Attitude Change</searchLink>
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  Data: 10.1177/00380407241228581
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  Data: 0038-0407<br />1939-8573
– Name: Abstract
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  Data: 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.
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  Data: EJ1433345
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        Value: 10.1177/00380407241228581
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 219
    Subjects:
      – SubjectFull: Elementary Schools
        Type: general
      – SubjectFull: Middle Schools
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Discipline Policy
        Type: general
      – SubjectFull: Discipline
        Type: general
      – SubjectFull: Negative Reinforcement
        Type: general
      – SubjectFull: African American Students
        Type: general
      – SubjectFull: Males
        Type: general
      – SubjectFull: Urban Schools
        Type: general
      – SubjectFull: Racial Discrimination
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Middle School Teachers
        Type: general
      – SubjectFull: Attitude Change
        Type: general
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      – TitleFull: Looking for Trouble: How Teachers' Racialized Practices Perpetuate Discipline Inequities in Early Childhood
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              Type: published
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