They can play, but…: Investigating teachers' use of exclusionary discipline practices as anti-Black misandric restrictions of Black boyhood play in early childhood classrooms

Abstract

Childhood play is foundational to early childhood education, yet teachers criminalize Black boyhood play in and beyond early childhood classrooms. It is noted in the extant research literature that early childhood teachers' stereotypes and biases of Black boys inform how they view their play styles and behaviors. These stereotypes and biases often lead to exclusionary discipline practices, namely Black boys' removal from play opportunities in early childhood classrooms. Given that childhood play is beneficial to young children's academic and social development, teachers' use of exclusionary discipline practices during play can exacerbate opportunity gaps between Black boys and their White counterparts. It can disrupt Black boys' opportunities for play and recreation in early childhood classrooms. However, scholars have understudied teachers' use of exclusionary discipline practices during Black boyhood play. Drawing on Black Critical Theory, anti-Black spatial imaginary, Black Male Studies, and employing a multi-case study design, we aim to explore teachers' use of disciplinary practices during Black boyhood play. The following research question guides this study: What exclusionary discipline practices do early childhood teachers use to restrict Black boyhood play? Findings suggest that teachers use what we term the three antiblack misandric restrictions of boyhood play, which include (a) restriction of time, (b) restriction of space, and (c) restriction of interactions.