Teacher Discipline of Young African American Boys in an Urban Classroom


  • Rebecca Neal Hamline University, Minnesota


The purpose of this study is to investigate young African American male students’ perceptions of misbehavior and teacher discipline. The study took place in a large southwestern metropolitan area of the United States. All of the participants attended the same K-8 charter school and were selected using high frequency teacher nomination of student misbehavior. Using tenants of sociocultural theory and symbolic interactionism as theoretical frameworks, moment to moment teacher-student micro level interactions during classroom disciplinary moments were analyzed. Data were collected through observations, video recording, and interviews. Results detail student interpretation of teacher discipline and indicate a pattern during classroom discipline. With the research collected, I hope to shed light on teacher discipline of young African American boys in an Urban classroom.






Articles (Peer Reviewed Research)