A study of race and gender bias in the punishment of handicapped school children

McFadden, Anna C.; Marsh, George E.; Price, Barrie Jo; Hwang, Yunhan

doi:10.1007/bf01108358

Cited by 121 publications

(147 citation statements)

References 4 publications

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“…Do we use hairstyle and dress to form stereotypical judgments of our students' character and academic potential? Do we recommend corporal punishment and suspension for African Americans and in-school suspension for European Americans (McFadden, Marsh, Price, & Hwang, 1992)? Do we hold misbehaving White students by the hand when we march them down the hall, but hold misbehaving African American students by the wrist (Hyland, 2000)?…”

Section: Ability and Willingness To Use Culturally Appropriate Managementioning

confidence: 99%

Toward a Conception of Culturally Responsive Classroom Management

Weinstein¹,

Tomlinson-Clarke

Curran³

2004

Journal of Teacher Education

381

249

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Given the increasing diversity of our classrooms, a lack of multicultural competence can exacerbate the difficulties that novice teachers have with classroom management. Definitions and expectations of appropriate behavior are culturally influenced, and conflicts are likely to occur when teachers and students come from different cultural backgrounds. The purpose of this article is to stimulate discussion of culturally responsive classroom management (CRCM). We propose a conception of CRCM that includes five essential components: (a) recognition of one’s own ethnocentrism; (b) knowledge of students’ cultural backgrounds; (c) understanding of the broader social, economic, and political context; (d) ability and willingness to use culturally appropriate management strategies; and (e) commitment to building caring classrooms. In the final section of the article, we suggest questions and issues for future research.

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Section: Ability and Willingness To Use Culturally Appropriate Managementioning

confidence: 99%

Toward a Conception of Culturally Responsive Classroom Management

Weinstein¹,

Tomlinson-Clarke

Curran³

2004

Journal of Teacher Education

381

249

View full text Add to dashboard Cite

show abstract

“…Thus, suspension and expulsion increase chances of coming into contact with a delinquent subculture, setting up a vicious negative cycle of effects on schoolwork together with the stigma associated with those practices once the child returns to school (Williams 1989). Moreover, these practices -suspension and exclusion-do not modify the misbehaviour as they were designed to do, since rates of recidivism remain high among these students (McFadden et al 1992).…”

Section: Discussionmentioning

confidence: 99%

A Structural Modelling Approach to Predict Adolescent Offending Behaviour from Family, School and Community Factors

López

Emler

2010

Eur J Crim Policy Res

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It seems undeniable that immediate social contexts exert an important influential role on adolescent behavioural adjustment. Research thus far has found that certain family, school and community/neighbourhood environment characteristics may influence a youth's involvement in risk activities such as antisocial behaviour and drug use, and even delinquent behaviour. However, the mechanisms that link these characteristics to such behaviours have not yet been thoroughly analysed and prior research has focused mainly on adult populations. The objective of this study was to analyse the joint contribution of specific factors, deriving from family, school and society, which have an effect on levels of drug consumption, antisocial and offending behaviour, in a sample of 2528 youths (aged 10 to 16). In particular, in accounting for involvement in risk activities and ultimately in offending behaviour, we examined interactions among the following variables: living in a disadvantaged community, quality of relationship with parents, distrust in local police, attitude to social norms, and rejection of and from school (truancy, suspension and expulsion). A structural equation model was calculated to account for these interactions, which revealed patterns of influence with important practical implications related to social policies on risk behaviours in adolescence.

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“…This explicit prescription of what academic engagement looks like assumes that different behaviour is misbehaviour and therefore not academic engagement. Students who are likely to engage in behaviour that is read as disrespectful are boys, low income and racial and ethnic minority students (Bear, 1998;Cornbleth & Korth, 1980;Hale, 2001;McFadden, 1992). Subsequently, these students are punished.…”

Section: Academic Engagement and The Hidden Curriculummentioning

confidence: 95%

“…Their teachers generally rate them as ideal students in that they are considered compliant, pleasant and reserved--traits that are generally valued in school (Cornbleth & Korth, 1980;Mikel Brown, 1999). Perhaps not surprisingly, white girls are least likely to be suspended for disciplinary reasons (Hale, 2001;McFadden, 1992;Morgan, 1991). These findings support Hare and Castenell's (1985) assertion that 'the greater the commonality of characteristics and attitudes between student and teacher, the higher the possibility of positive outcomes' (p 210).…”

Section: Academic Engagement and The Hidden Curriculummentioning

confidence: 97%

Engaging contexts: Drawing the link between student and teacher experiences of the hidden curriculum

Langhout

Mitchell

2008

Community & Applied Soc Psy

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This article examines how academic disengagement (being off task, unenthusiastic and uncurious about learning) is facilitated by the hidden curriculum (the values, norms and beliefs transmitted via the structure of schooling), and mediated by race, ethnicity and gender for students in a working class elementary school. Additionally, we contextualize how a teacher was challenged by the hidden curriculum in her attempt to make her classroom environment engaging for all students. Participants included a young white female teacher and 21 second grade, low-income students, of whom approximately 50% were white and 50% were Black or Latino/a. A teacher interview and fieldnotes covering 8 hours a week over 3 months comprised the data. Results indicated that students were required to show their engagement in particular ways that related to control and conformity. When they did not, they were reprimanded, which led to academic disengagement and the transmission of the hidden curriculum's message that school was not a place for them. This process was especially salient for Black and Latino boys, which indicated that the hidden curriculum was institutionalized. Results also showed that the hidden curriculum was a structural limitation for the teacher, as she was often thwarted in her attempts to create an academically engaging learning environment. Implications include strategies for school change and reform, including making the hidden curriculum more visible.

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A study of race and gender bias in the punishment of handicapped school children

Cited by 121 publications

References 4 publications

Toward a Conception of Culturally Responsive Classroom Management

Toward a Conception of Culturally Responsive Classroom Management

A Structural Modelling Approach to Predict Adolescent Offending Behaviour from Family, School and Community Factors

Engaging contexts: Drawing the link between student and teacher experiences of the hidden curriculum

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