A Crisis of Authority in Predominantly Black Schools?

Autor/in	Kelly, Sean
Titel	A Crisis of Authority in Predominantly Black Schools?
Quelle	In: Teachers College Record, 112 (2010) 5, S.1247-1274 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-9620
Schlagwörter	Socioeconomic Status; Racial Segregation; Teaching Methods; Academic Achievement; African American Students; Racial Composition; Disadvantaged Youth; At Risk Students; Behavior Problems; Classroom Techniques; Racial Differences; Incidence; Developmental Programs; Educational Environment; Illinois + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Rassentrennung; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Benachteiligter Jugendlicher; Klassenführung; Rassenunterschied; Vorkommen; Entwicklungsplan; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Background/Context: Black students are no less engaged or more disruptive than other students of similar achievement levels and socioeconomic status. However, because Black students are more likely to have disadvantaged family backgrounds and lower levels of achievement, segregation concentrates the risk factors for problem behavior in predominantly Black schools. As a result of the behavioral climate in predominantly Black schools, teachers may rely on instructional methods that facilitate an orderly classroom and minimize the negative effects of disruptions, possibly resulting in an instructional approach that is less engaging for students in those classrooms. I rely on Metz's typology of developmental versus incorporative instruction and research on classroom discourse to identify instruction that may negatively impact student engagement. Purpose/Objective/Research Question/Focus of Study: First, how do reports of problem behavior from teachers and administrators in predominantly Black schools differ from those in integrated and non-Black schools? Second, how does the prevalence of developmental instruction vary across schools with different racial compositions? Research Design: This study uses the 2003-2004 Schools and Staffing Survey data to analyze reports of problem behavior from teachers and administrators. Logistic regression models are used to provide estimates of the prevalence of behavioral problems, adjusting for academic performance and socioeconomic status of the student body. The Chicago School Study (CSS) and the Partnership for Literacy Study (Partnership) data are then used to investigate the prevalence of developmental instruction. The CSS data contain student and teacher reports of the incorporation of student ideas into instruction. In the Partnership data, time summary statistics of observational records of teachers' instructional activities (e.g., lecture, discussion, seatwork) and question property statistics from a coding of classroom discourse are presented. Conclusions/Recommendations: Consistent with prior research, teachers are much more likely to report incidences of problem behavior in predominantly Black schools. Consequently, the instructional environment in predominantly Black schools and classrooms is tailored somewhat to reduce classroom disruptions and maintain an orderly environment. Specifically, the result is less interactive discourse and more seatwork. However, the differences in teachers' instructional approach are relatively modest; there is no "crisis" of authority. Further research is needed on the effects of segregation on social relations in schools and how classroom instruction is affected. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10