Subjective Disciplinary Moments: A Qualitative Study of Culturally Responsive Practices in Three Inner City Classrooms

Autor/in	Breedlove, Crystal V.
Titel	Subjective Disciplinary Moments: A Qualitative Study of Culturally Responsive Practices in Three Inner City Classrooms
Quelle	(2010), (199 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Temple University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1240-5173-4
Schlagwörter	Hochschulschrift; Dissertation; Achievement Gap; Grounded Theory; African American Students; Urban Schools; Discipline; Urban Areas; Classrooms; Expulsion; Public Schools; Student Attitudes; Data Analysis; United States + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Disziplin; Classroom; Klassenraum; Relegation; Public school; Öffentliche Schule; Schülerverhalten; Auswertung; USA
Abstract	African American students constitute 17% of the student population in the United States of America and 36% of suspensions and 32% of expulsions; European American students comprise 59% of this population and 44% of suspensions and expulsions. This disproportionate rate is termed the discipline gap. The most discussed gap in the current discourse on educational statistics has been the achievement gap with numerous studies examining the need for cultural relevancy and consistent conceptual arguments made which present teachers' stereotypical perceptions of African American students as a causative factor of African American students' lack of engagement in public school classrooms. These studies and arguments provide the foundation for the emerging discussions on the discipline gap. Studies investigating this gap have found that the majority of disciplinary moments experienced by African American students are subjective in nature. The current qualitative case study design examines these Subjective Disciplinary Moments by exploring the disciplinary practices of three middle grades teachers in an urban school. The disciplinary reports submitted by these teachers were examined and follow-up interviews were conducted with the teacher and reported students (see Appendices E and F). Grounded theory methods were employed to analyze collected data and extrapolate themes from observed interactions and each participant's perception of these reported incidents. The following emerged as contributing to the construction of subjective disciplinary moments in these inner-city classrooms: not addressing student and teacher expectations explicitly, perceptions of race, class and culture not considered as a reason for understanding and not acknowledging the emotional life in the classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10