Urban Classroom Conflict: Student-Teacher Perception: Ethnic Integrity, Solidarity, and Resistance.

Autor/in	Sheets, Rosa Hernandez
Titel	Urban Classroom Conflict: Student-Teacher Perception: Ethnic Integrity, Solidarity, and Resistance.
Quelle	(1996), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Black Students; Conflict; Cultural Differences; Discipline; Ethnicity; Filipino Americans; High School Students; High Schools; Hispanic Americans; Interpersonal Relationship; Limited English Speaking; Student Attitudes; Teacher Attitudes; Urban Schools + Suchen Sie Ihr Suchwort? Schulleistung; Konflikt; Kultureller Unterschied; Disziplin; Ethnizität; Philippines; Filipino; United States; Inhabitant; People; Philippinen; Philippiner; USA; Einwohner; Bewohner; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hispanic; Hispanoamerikaner; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schülerverhalten; Lehrerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This study compared student-teacher perception about discipline, investigated whether it was interpersonal, procedural, or substantive, and examined how ethnicity, achievement, gender, and position influenced practice. G. Gay's theory (1981) about interethnic group interactions combined with perceptual disparity and cultural discontinuity provided the conceptual framework. Data sources were interviews, classroom observations, and school records. Sixteen African American, Chicano, European American, and Filipino students and nine teachers from an urban high school participated. The data analysis revealed that interpersonal conflicts were more consequential for students of color. Evidence of disparate perceptions among ethnically diverse students and teachers surfaced. The attitudes, beliefs, and values of students and teachers differed and were associated with ethnicity, gender, and level of academic achievement. The investigation did suggest that students were not as powerless as some might think, and that they often acted deliberately on their beliefs, rather than merely reacting to the behaviors of others. (Contains 29 references.) (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC