Who's Really Disrupting the Classroom? An Examination of African American Male Students and Their Disciplinary Roles
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| Title: | Who's Really Disrupting the Classroom? An Examination of African American Male Students and Their Disciplinary Roles |
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| Language: | English |
| Authors: | Butler, Bettie Ray, Joubert, Marcus D., Lewis, Chance W. |
| Source: | Online Submission. Sum 2009 (1). |
| Peer Reviewed: | N |
| Physical Description: | |
| Page Count: | 12 |
| Publication Date: | 2009 |
| Intended Audience: | Counselors; Teachers; Administrators |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | African American Students, Urban Schools, Behavior Patterns, Discipline, Elementary Secondary Education, Educational Change, Males, Student Attitudes, Student Behavior, Disproportionate Representation, Behavior Problems, Asian American Students, Hispanic American Students, White Students, American Indians, Racial Differences, Racial Bias |
| Abstract: | A plethora of research (McCadden, 1998; Monroe 2005; Skiba, Peterson, & Williams, 2000) on student discipline emphasizes the inequities surrounding the distribution of disciplinary actions taken by schools/school districts in regards to behavior, particularly for African American males. This study provides an in-depth examination of disciplinary roles, and argues that by making distinctions between whether a student can be identified as an instigator (i.e. any individual who encourages another individual to commit an offense), participant (i.e. any individual who willfully instigates, abets, or commits an offense), or offender (i.e. any individual who commits an offense) will potentially reveal more about their level of disruption. Drawing upon a sample of 6,301 behavior occurrences committed by African American males in a K-12 urban school district in the mid-western region of the U.S., a counterargument is presented suggesting that African American males are not the primary culprits of disruption. As a result of the findings of this study, recommendations will be made to teachers, counselors, and administrators to reduce the behavior patterns of African American males and improve academic achievement. (Contains 6 tables.) |
| Abstractor: | As Provided |
| Number of References: | 25 |
| Entry Date: | 2010 |
| Accession Number: | ED511847 |
| Database: | ERIC |
| Abstract: | A plethora of research (McCadden, 1998; Monroe 2005; Skiba, Peterson, & Williams, 2000) on student discipline emphasizes the inequities surrounding the distribution of disciplinary actions taken by schools/school districts in regards to behavior, particularly for African American males. This study provides an in-depth examination of disciplinary roles, and argues that by making distinctions between whether a student can be identified as an instigator (i.e. any individual who encourages another individual to commit an offense), participant (i.e. any individual who willfully instigates, abets, or commits an offense), or offender (i.e. any individual who commits an offense) will potentially reveal more about their level of disruption. Drawing upon a sample of 6,301 behavior occurrences committed by African American males in a K-12 urban school district in the mid-western region of the U.S., a counterargument is presented suggesting that African American males are not the primary culprits of disruption. As a result of the findings of this study, recommendations will be made to teachers, counselors, and administrators to reduce the behavior patterns of African American males and improve academic achievement. (Contains 6 tables.) |
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