Race and Discipline at a Racially Mixed High School: Status, Capital, and the Practice of Organizational Routines

Autor/inn/en	Diamond, John B.; Lewis, Amanda E.
Titel	Race and Discipline at a Racially Mixed High School: Status, Capital, and the Practice of Organizational Routines
Quelle	In: Urban Education, 54 (2019) 6, S.831-859 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085918814581
Schlagwörter	Race; Racial Differences; Racial Bias; Discipline; African American Students; White Students; Student Experience; Theories; Cultural Influences; Ethnic Stereotypes; Student Behavior; Disproportionate Representation; Suburban Schools; High Schools; High School Students; Grade 10; Grade 11; Student Attitudes; Parent Attitudes; Teacher Attitudes; High School Teachers + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Rassenunterschied; Racial discrimination; Rassismus; Disziplin; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Studienerfahrung; Theory; Theorie; Cultural influence; Kultureinfluss; National stereotype; Nationales Stereotyp; Student behaviour; Schülerverhalten; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; High school; Oberschule; High schools; School year 11; 11. Schuljahr; Schuljahr 11; Elternverhalten; Lehrerverhalten; Teacher; Teachers; Lehrer; Lehrerin; Lehrende
Abstract	In this article, we study a diverse suburban high school to illustrate how racial inequality is embedded in school disciplinary routines. Focusing primarily on the experiences of Black and White students, we theorize about the relationship between race and students' experiences with school discipline. Drawing on organizational theory, contemporary race theory, and status construction theory, we argue that in carrying out the school's disciplinary routines, school adults are influenced by broader cultural narratives that associate blackness with criminality and whiteness with innocence. These beliefs shape how students' behavior is responded to and leads to racial differences in students' disciplinary experiences and outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01