Beyond Stigma and Stereotypes: An Ethnographic Study on the Effects of School-Imposed Labeling on Black Males in An Urban Charter School

Autor/inn/en	Marsh, L. Trenton S.; Noguera, Pedro A.
Titel	Beyond Stigma and Stereotypes: An Ethnographic Study on the Effects of School-Imposed Labeling on Black Males in An Urban Charter School
Quelle	In: Urban Review: Issues and Ideas in Public Education, 50 (2018) 3, S.447-477 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-017-0441-x
Schlagwörter	Charter Schools; African American Students; Males; Teacher Attitudes; Ethnic Stereotypes; Masculinity; Social Bias; Interpersonal Relationship; Teacher Student Relationship; Language Usage; Racial Bias + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Lehrerverhalten; National stereotype; Nationales Stereotyp; Männlichkeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Sprachgebrauch; Racial discrimination; Rassismus
Abstract	This study explores the ways in which school-imposed labeling in a "no-excuses" charter school that was explicitly designed for the purpose of benefiting Black students, impacts teachers' perceptions of Black male students who were labeled as being high risk or struggling academically, and how these students perceive their own schooling experiences. A conceptual framework with the history of how and why Black masculinity is constructed as deviant and different in the context of U.S. schools, as well as the impact of labeling on Black male students' learning and self-esteem are detailed. While centering the labeled-students' experiences, we examine the interactions between key stakeholders (i.e., labeled-students, teachers/administrators, and non-labeled students) at the charter school and overall the findings speak clearly to how language of deficit and pathology impacted Black male students' schooling experiences as they negotiate racial stigma as racialized bodies at a "no-excuses" public charter school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01