Why Are "Bad Boys" always Black?: Causes of Disproportionality in School Discipline and Recommendations for Change

Monroe, Carla R.

doi:10.3200/tchs.79.1.45-50

Cited by 189 publications

(143 citation statements)

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“…It follows that this discourse and popular ideas of Black male deviancy spill over into the schools, influencing how Black boys are perceived and treated by others. For example, teachers of Black males regularly interpret the behaviors of Black boys as aggressive, disrespectful, defiant, and intimidating even when their behaviors were not intended to be so (Davis 2003;Ferguson 2000Ferguson , 2005Monroe 2005). The imprecise interpretation of these behaviors results in discipline that is often unnecessary, unfair, and in many cases, harsher for Black boys than it would be for their White counterparts (Monroe 2005;Skiba 2001).…”

Section: Structural Barriersmentioning

confidence: 92%

“I’m Trying to Get My A”: Black Male Achievers Talk About Race, School and Achievement

Allen

2014

Urban Rev

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This study seeks to challenge deficit views on Black male education by highlighting the perspectives of academically successful Black males in a secondary school setting. Employing interpretive qualitative methods, I present the narratives of academically successful Black males, emphasizing their reflections on race, school and academic achievement. In particular, this study highlights the educational dispositions and expectations of Black males, including the influences of their support systems on their academic trajectories. One support system comprised of parents, including the academic expectations held of their sons as well as their racial socializing practices. Another support system included their teachers, particularly those who demonstrated pedagogical, expectation and relational characteristics seen as enabling Black male success.

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Section: Structural Barriersmentioning

confidence: 92%

“I’m Trying to Get My A”: Black Male Achievers Talk About Race, School and Achievement

Allen

2014

Urban Rev

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“…Classed forms of laddism should also be seen in dialogue with and hierarchical relation to other masculinities. For instance, as in the US, black boys in the UK are more frequently defined as disorderly and in school contexts excluded (expelled) at higher rates than their white counterparts (Monroe 2005). This draws on the construction of black masculinities as inherently sinister and problematic, which may grant white laddism a certain amount of impunity.…”

Section: Laddism In the Classroommentioning

confidence: 99%

(Re)theorising laddish masculinities in higher education

Phipps

2016

Gender and Education

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In the context of renewed debates and interest in this area, this paper reframes the theoretical agenda around laddish masculinities in UK higher education, and similar masculinities overseas. These can be contextualised within consumerist neoliberal rationalities, the neoconservative backlash against feminism and other social justice movements, and the postfeminist belief that women are winning the 'battle of the sexes'. Contemporary discussions of 'lad culture' have rightly centred sexism and men¹s violence against women: however, we need a more intersectional analysis. In the UK a key intersecting category is social class, and there is evidence that while working class articulations of laddism proceed from being dominated within alienating education systems, middle class and elite versions are a reaction to feeling dominated due to a loss of gender, class and race privilege. These are important differences, and we need to know more about the conditions which shape and produce particular performances of laddism, in interaction with masculinities articulated by other social groups. It is perhaps unhelpful, therefore, to collapse these social positions and identities under the banner of 'lad culture', as has been done in the past. IntroductionIn the past 20 years, critical studies of men and masculinities have burgeoned (Beasley 2012). A broad body of work across the social/biological sciences and humanities, focusing on men's and boys' identities and a variety of social problems such as mental health issues, unemployment, educational underachievement and violence, has been paralleled by the development of a policy literature on how gender issues affect men (Kimmel, Hearn and Connell 2004). Laddism as both an identity performance and social practice has been a key part of this canon, investigated as a phenomenon in itself and positioned as a causal factor in relation to a number of 'men's issues'. Since 2010, the figure of the 'lad' has especially come to dominate discussions around masculinities in UK higher education, and has been associated with concerns about sexual harassment and violence. However, there have been few attempts as yet to (re)theorise and contextualise contemporary laddish masculinities, a space I wish to occupy in this paper.

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“…In one study, risk ratios for being assigned to special education were two percent higher for minority students than Caucasian students (Hosp & Reschly, 2003). Furthermore, available literature clearly demonstrates that African American students are more likely to be referred to and placed in special education than their majority peers (Armor, 2006;Artiles & Bal, 2008;Cartledge, 2005;Davis, 2005;Farkas, 2003;Harry & Klingner, 2007;Hosp & Reschly, 2003;Miller & Ward, 2008;Monroe, 2005;Patton, 1998). Finally, disproportionate referral of minority students to special education varies by disability type.…”

Section: Disproportionate Representationmentioning

confidence: 99%

“…Disproportionality is a complex problem and a host of contributing factors has been cited in the literature to include societal factors, racism in education, classroom management failures, cultural unresponsiveness, varied definitions and implementation of special education, as well as biases in the educational and referral process itself (Armor, 2006;Artiles & Bal, 2008;Artiles & Trent, 1994;Coutinho & Oswald, 2000;Evans, 2005;Farkas, 2003;Harry & Klingner, 2007;Miller & Ward, 2008;Monroe, 2005;Patton, 1998;Singham, 2003;Skiba, Poloni-Staudinger, Simmons, Feggins-Azziz, & Chung, 2005;Warner, Dede, Garvan, & Conway, 2002). The negative implications of disproportionality include curriculum limitations, lower academic achievement, decreased participation in postsecondary education, and decreased employment opportunities for those identified and placed in special education (Patton, 1998).…”

Section: Intervention Disproportionate Representationmentioning

confidence: 99%

A Preliminary Study of Disproportionate Representation and Response to Intervention

Enrique

Adams

Brockmeier

et al. 2013

ger

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Disproportionate representation occurs when the percentage of an identified group enrolled in special education varies significantly from that group's overall percentage of the school population (Harry, 1994). Response to Intervention (RTI), a paradigm for educational intervention, is designed to minimize many factors contributing to disproportionality. The study examined disproportionality risk ratios for African American students, ages 6 through 21, who received special education services in a southeastern state supporting the RTI initiative during the 2006-2009 school years. Data suggest that African American students identified with a specific learning disability experienced increased referral and placement in special education in the three years corresponding to the initial RTI implementation efforts. Definitive conclusions about the fidelity of RTI implementation or effectiveness of intervention are beyond the scope of the current study, but disproportionality findings may be used as a comparative baseline for future research. Intervention Disproportionate RepresentationDisproportionate representation, or disproportionality, occurs when the percentage of an identified group enrolled in special education varies significantly from that group's overall percentage of the school population (Harry, 1994). Disproportionality is a complex problem and a host of contributing factors has been cited in the literature to include societal factors, racism in education, classroom management failures, cultural unresponsiveness, varied definitions and implementation of special education, as well as biases in the educational and referral process itself (Armor, 2006;Artiles & Bal, 2008;Artiles & Trent, 1994;Coutinho & Oswald, 2000;Evans, 2005;Farkas, 2003;Harry & Klingner, 2007;Miller & Ward, 2008;Monroe, 2005;Patton, 1998;Singham, 2003;Skiba, Poloni-Staudinger, Simmons, Feggins-Azziz, & Chung, 2005;Warner, Dede, Garvan, & Conway, 2002). The negative implications of disproportionality include curriculum limitations, lower academic achievement, decreased participation in postsecondary education, and decreased employment opportunities for those identified and placed in special education (Patton, 1998).The Individuals with Disabilities Education Improvement Act (IDEA) of 2004 incorporated into oversight of special education mandate that states and districts analyze disproportionality data and take action to reduce imbalances (Bollmer, Bethel, GarrisonMogren, & Brauen, 2007). The primary measure of the incidence of disproportionality currently used in analyzing data is the risk ratio. A risk ratio "compares a racial/ethnic group's risk of receiving special education and related services to the risk for a comparison group," providing a measure of risk for an ethnic group of receiving special education services (Bollmer et al., 2007, p. 187). A weighted risk ratio is a more complex calculation in which a particular district's level of risk is divided by that of risk for all other students in that state (Bollmer et al., 2...

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Why Are "Bad Boys" always Black?: Causes of Disproportionality in School Discipline and Recommendations for Change

Cited by 189 publications

References 9 publications

“I’m Trying to Get My A”: Black Male Achievers Talk About Race, School and Achievement

“I’m Trying to Get My A”: Black Male Achievers Talk About Race, School and Achievement

(Re)theorising laddish masculinities in higher education

A Preliminary Study of Disproportionate Representation and Response to Intervention

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