School Practices for Equitable Discipline of African American Students. ERIC Digest Number 166.

Sonst. Personen	Schwartz, Wendy (Hrsg.)
Institution	ERIC Clearinghouse on Urban Education, New York, NY.
Titel	School Practices for Equitable Discipline of African American Students. ERIC Digest Number 166.
Quelle	(2001), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications; ERIC Digests in Full Text
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	0889-8049
Schlagwörter	Black Students; Cultural Differences; Discipline; Educational Environment; Elementary Secondary Education; Parent Participation; Racial Bias; Student Behavior; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Kultureller Unterschied; Disziplin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elternmitwirkung; Racial discrimination; Rassismus; Student behaviour; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Many schools employ varied strategies to ensure equitable treatment of African American students and fair and educative disciplinary procedures. This digest reviews successful disciplinary practices. Cross-cultural competence has a role in student-school relationships. Many negative perceptions of difference exist in today's society. Schools can transform their cultures to create hospitable environments for African Americans by communicating expectations that all students can succeed, providing opportunities for success, fostering social skills development, evaluating students for their strengths, and hiring minority teachers. Miscommunication and racial and cultural differences in definitions of good behavior often lead to inequitable punishment of minority students by teachers who do not respect their classroom participation styles. Schools are adopting strategies to prevent discipline problems and to handle existing problems in culturally respectful ways. Schools need written codes of conduct that all students, staff, and parents understand. Before disciplining students, educators should elicit and consider the reasons for their perceived misbehavior. The goals of discipline should be to help students accept personal responsibility for their actions and commit themselves to change. Discipline should model good behavior, not retribution and humiliation. Schools must keep parents apprised of their children's behavior so they can collaborate when help is needed. (Contains 13 references.) (SM)
Anmerkungen	ERIC Clearinghouse on Urban Education, Institute for Urban and Minority Education, Box 40, Teacher's College, Columbia University, New York, NY 10027. Tel: 800-601-4868 (Toll Free); Web site: http://eric-web.tc.columbia.edu.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC