Teacher Discipline of Young African American Boys in an Urban Classroom
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.
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