寻找麻烦:教师的种族化做法如何使幼儿教育中的纪律不平等现象永久化

IF 3.3 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Calvin Rashaud Zimmermann
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引用次数: 0

摘要

学校纪律中的种族比例失调是美国教育的一个主要问题。官方数据显示,黑人男生受到纪律处分的比例是所有种族和性别亚群体中最高的。学者们认为,黑人男性的 "犯罪 "形象影响了教师对黑人男性学生的看法和待遇。然而,很少有研究探讨种族纪律差异的日常机制,尤其是在幼儿时期。本研究采用人种学方法了解一年级教师与黑人和白人男孩之间的纪律互动。研究结果揭示了教师通过对黑人和白人男孩的不同监督、不同接触以及对不遵守纪律行为的不同反应来进行种族化管教的做法,这是幼儿教育中再现不平等管教经历的关键机制。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Looking for Trouble: How Teachers’ Racialized Practices Perpetuate Discipline Inequities in Early Childhood
Racial disproportionality in school discipline is a major U.S. educational problem. Official data show that Black boys are disciplined at the highest rates of any racial and gender subgroup. Scholars suggest the “criminal” Black male image shapes teachers’ views and treatment of their Black male students. Yet few studies examine the everyday mechanisms of racial discipline disparities, particularly in early childhood. This study uses ethnography to understand first-grade teachers’ disciplinary interactions with Black and White boys. The findings uncover teachers’ racialized disciplinary practices via differential surveillance of, differential engagement with, and differential responses to noncompliance from Black and White boys as key mechanisms that reproduce unequal disciplinary experiences in early childhood education.
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来源期刊
CiteScore
6.90
自引率
5.10%
发文量
15
期刊介绍: Sociology of Education (SOE) provides a forum for studies in the sociology of education and human social development. SOE publishes research that examines how social institutions and individuals’ experiences within these institutions affect educational processes and social development. Such research may span various levels of analysis, ranging from the individual to the structure of relations among social and educational institutions. In an increasingly complex society, important educational issues arise throughout the life cycle.
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