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Disproportionate Disciplinary Outcomes for African American Males: How Teacher Beliefs Impact the Point of Entry into the Disciplinary System

Zitnik, Ruth E
http://rave.ohiolink.edu/etdc/view?acc_num=ysu1532983206699568

Abstract Details

2018, Doctor of Education (Educational Leadership), Youngstown State University, Department of Teacher Education and Leadership Studies.
This research study, utilizing Q Methodology, supplements understanding the subjective perspective of secondary urban educators regarding disciplinary practices in their classrooms. The mixed methods’ approach extracts two distinct viewpoints, the Relationship Builders and the Confident Pragmatic. The Relationship Builders indicates that race had no impact on the decision to remove a student from the classroom for misbehavior. However, intentions are misaligned with decisions and actions, suggesting implicit bias infiltrates desired outcomes. The impact of teacher beliefs on outcomes for African American males are revealed to be significant. Implications for teacher preparation and on-going professional development suggest that engaging the emotional intelligence can align intention with practice, altering the trajectory for males of color.
Karen Larwin, PhD (Advisor)
Patrick Spearman, PhD (Committee Member)
Matthew Paylo, PhD (Committee Member)
Sherri Harper-Woods, D.Min. (Committee Member)
260 p.
Education
disproportionate; race; teacher beliefs; discipline; African American males

Recommended Citations

Citations

  • Zitnik, R. E. (2018). Disproportionate Disciplinary Outcomes for African American Males: How Teacher Beliefs Impact the Point of Entry into the Disciplinary System [Doctoral dissertation, Youngstown State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1532983206699568

    APA Style (7th edition)

  • Zitnik, Ruth. Disproportionate Disciplinary Outcomes for African American Males: How Teacher Beliefs Impact the Point of Entry into the Disciplinary System . 2018. Youngstown State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ysu1532983206699568.

    MLA Style (8th edition)

  • Zitnik, Ruth. "Disproportionate Disciplinary Outcomes for African American Males: How Teacher Beliefs Impact the Point of Entry into the Disciplinary System ." Doctoral dissertation, Youngstown State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1532983206699568

    Chicago Manual of Style (17th edition)

ysu1532983206699568
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© 2018, all rights reserved.
This open access ETD is published by Youngstown State University and OhioLINK.