Allen, Q. (2017). “They write me off and don’t give me a chance to learn anything”: Positioning, discipline, and black masculinities in school. Anthropology & Education Quarterly, 48(3), 269-283. This study examines the schooling of black male students in a U.S. high school. Drawing upon positioning theory and student resistance… Continue Reading “They Write Me Off and Don’t Give Me a Chance to Learn Anything”: Positioning, Discipline, and Black Masculinities in School
discipline
Why Are “Bad Boys” always Black?: Causes of Disproportionality in School Discipline and Recommendations for Change
Monroe, C. R. (2005). Why are “bad boys” always black?: Causes of disproportionality in school discipline and recommendations for change. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 79(1), 45-50. The present overrepresentation of African American males in the U.S. justice system, combined with racial disproportionality on… Continue Reading Why Are “Bad Boys” always Black?: Causes of Disproportionality in School Discipline and Recommendations for Change
Understanding Disciplinary Disproportionality: Stereotypes Shape Pre-Service Teachers Beliefs About Black Boys Behavior
Kunesh, C. E., & Noltemeyer, A. (2015). Understanding disciplinary disproportionality: Stereotypes shape pre-service teachers beliefs about black boys behavior. Urban Education, 1-28. Abstract The disproportionate discipline of Black male students is a pervasive problem in U.S. schools. To examine the role of stereotypes in disciplinary disproportionality, pre-service teachers were randomly… Continue Reading Understanding Disciplinary Disproportionality: Stereotypes Shape Pre-Service Teachers Beliefs About Black Boys Behavior