The Penalty of Being a Young Black Girl: Kindergarten Teachers' Perceptions of Children's Problem Behaviors and Student-Teacher Conflict by the Intersection of Race and Gender

Autor/in	Zimmermann, Calvin Rashaud
Titel	The Penalty of Being a Young Black Girl: Kindergarten Teachers' Perceptions of Children's Problem Behaviors and Student-Teacher Conflict by the Intersection of Race and Gender
Quelle	In: Journal of Negro Education, 87 (2018) 2, S.154-168 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.87.2.0154
Schlagwörter	Females; African American Students; Kindergarten; Preschool Teachers; Preschool Children; Behavior Problems; Teacher Student Relationship; Conflict; Racial Bias; Gender Bias; Early Childhood Education; Teacher Attitudes; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Teacher student relationships; Lehrer-Schüler-Beziehung; Konflikt; Racial discrimination; Rassismus; Geschlechterstereotyp; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrerverhalten
Abstract	The term the "female advantage" is commonly used to describe gender inequalities in education, including in early childhood. This study seeks to problematize this idea by including the intersection of children's race and gender. This article examines race and gender disparities in teachers' perceptions of children's problem behaviors and student-teacher conflict, using recent national data on kindergartners. The author finds that teachers' ratings of past problem behaviors mediate the gap in teachers' perceptions of current problem behavior and student-teacher conflict between Black girls and White boys. In contrast, non-Black girls retain their "advantage" over White boys. Drawing upon theories of intersectionality, the author discusses the implications of the findings for understanding the unique schooling experiences of Black girls in early childhood. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01