Bad Boys: Public Schools in the Making of Black Masculinity

Joseph, Janice; Ferguson, Ann Arnett

doi:10.2307/3089318

Cited by 31 publications

(50 citation statements)

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“…The most important characteristic of individuals who act according to dogmatic principles based on ideologies is that they tend to: disregard different perspectives (Ambrose & Sternberg, 2011), not respect opposing views, and not allow ideological debate in class (Demerath, 2009;Ferguson, 2000;Matias & Zembylas, 2014;Westheimer, 1999). In line with the literature, participants have been found to accuse each other, present CIs as indisputable, desire to impose their own truths to learners, and teach CIs from different perspectives.…”

Section: Discussionmentioning

confidence: 92%

A Convergent Parallel Mixed-Methods Study of Controversial Issues in Social Studies Classes: A Clash of Ideologies

Demir¹,

Pismek²

2018

EDUC SCI-THEOR PRACT

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In today' s educational landscape, social studies classes are characterized by controversial issues (CIs) that teachers handle differently using various ideologies. These CIs have become more and more popular, particularly in heterogeneous communities. The actual classroom practices for teaching social studies courses are unclear in the context of Turkey. This study aims to investigate the extent to which social studies teachers' ideologies are influential while teaching CIs and to examine the role of teachers' personal characteristics in determining how their ideologies interfere with the way they present CIs in the classroom. Using a convergent mixed-methods parallel research design, the researchers delve into the way teachers handle CIs by collecting data through a survey, qualitative interviews, and observations. The data analysis indicates CIs to be abundant and teachers' ideologies to highly influence the way they present these issues in social studies classrooms. The results also indicate that psycho-social reasons may be behind the act of bringing ideologies into class without paying attention to well-established scientific norms such as research, questioning, neutrality, and establishing a democratic environment for discussion when teaching social studies.

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Section: Discussionmentioning

confidence: 92%

A Convergent Parallel Mixed-Methods Study of Controversial Issues in Social Studies Classes: A Clash of Ideologies

Demir¹,

Pismek²

2018

EDUC SCI-THEOR PRACT

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“…The variables 7-10 are the components extracted after the Principal Component Analysis, which results in standardized values use of positive intervention strategies with certain groups of students tend to receive less attention in research and this might be the case for teachers as well. It has been previously reported that ethnic majority students not only receive less punishment but also receive more positive interventions (e.g., Ferguson 2001). In these cases, teachers might engage in less self-regulation.…”

Section: Discussionmentioning

confidence: 97%

“…One such factor could be the potential misunderstandings between students and teachers with different ethnic backgrounds, which has been listed by previous research in the Netherlands as one of the biggest challenges of diversity in education (van Tartwijk et al 2009). Indeed, there is evidence that teachers often classify disruptive behaviors differently for majority and minority group students, and therefore respond more severely towards misbehaviors of ethnic minority children than towards identical behaviors of ethnic majority children (Ferguson 2001).…”

Section: Accounting For Differences In Teacher Interventionsmentioning

confidence: 99%

“…Skiba et al (2002) suggested that teachers with negative ethnic stereotypesa set of characteristics attributed to a group or a member of that group (Dovidio et al 2010), tend to react quicker and more severely to minority students' misbehaviors. Similarly, Ferguson (2001) reports that ethnic minority students are punished more often whereas ethnic majority students receive more positive interventions. Using semi-structured interviews with teachers, Gregory and Mosely (2004) found that only less than 10% of the teachers considered how diversity issues were reflected in their beliefs and classroom practices when accounting for the disparities in their intervention strategies.…”

Section: Multicultural Attitudesmentioning

confidence: 99%

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Teacher interventions to student misbehaviors: The role of ethnicity, emotional intelligence, and multicultural attitudes

2019

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Teachers play an important role in students' educational trajectories. As a consequence, their approach to diversity in the classroom might contribute to an unfavorable educational position for ethnic minority students. The current study tested whether teachers in Dutch primary schools differed in their interventions towards ethnic minority students compared to ethnic majority students for the same kind of misbehavior and whether this difference was related to their multicultural attitudes and their abilities to recognize and interpret emotions. Teachers responded to scenarios depicted in vignettes, describing student misbehaviors, by providing the frequency with which they would engage in various intervention strategies. Our results yielded no significant differences in teachers' intervention strategies to student misbehaviors based on student ethnic background. A notable finding was that teachers' multicultural attitudes were related to their intervention strategies: an increase in teachers' positive multicultural attitudes predicted an increase in relatively tolerant (e.g., discussing the misbehavior) as opposed to more dismissive intervention strategies (e.g., sending the student out of class). This finding may suggest that demonstrating positive attitudes towards multiculturalism reflects an awareness of and comfort with cultural diversity, as well as general understanding of individual differences between students and their behaviors.

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“…This leads to a logic of control. Therefore, in schools, Black students' actions and bodies are constantly monitored and punished (Ferguson, 2000;Gregory et al, 2010;Monroe, 2005). Carceral pedagogy is evidenced by an emphasis on dominance and control over children instead of their flourishing, let alone their liberation (Bourassa, 2017;Horn, 2020).…”

Section: Maintaining Student Autonomymentioning

confidence: 99%

Successful Black Mathematics Teachers Building Collectivity, Autonomy, and Mathematics Expertise of Their Black Girls

Marshall

Rosado

Battey

2022

Teachers College Record: The Voice of Scholarship in Education

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Background: Traditional mathematics logics lead to inequities that reproduce narratives such as the myths of racialized and gendered hierarchies of mathematical ability (Hottinger, 2016; Martin, 2009). Black girls sit at the bottom of both racialized and gendered hierarchies; however, research over the past decade has provided evidence that Black teachers challenge these hierarchies for their Black students. Therefore, we show how two teachers work against these logics to create space for their Black girl students to flourish as learners and producers of mathematics. Focus of Study: This research documents the logics that lead to supportive spaces for Black girls in two Black mathematics teachers’ classrooms: What are the supportive logics of successful mathematics teachers who support Black girls’ achievement in middle school classrooms? Setting: This research was a secondary analysis of videos collected as part of the Gates-funded Understanding Teaching Quality (UTQ) project. Case Study Selection: The study used MANOVA to quantitatively select teachers based on change in mathematics achievement. Two teachers were selected based on number and percentage of Black girls in the top 5% of change in achievement across the dataset. Although not part of the selection criteria, both mathematics teachers identified as Black. Research Design: The study used a case study design to describe the mathematics practices and the logics that they supported for the two successful Black mathematics teachers. Data Collection and Analysis: The dataset included four lessons per teacher with two cameras for each lesson. Open coding was used to identify the practices used by teachers drawing on logics as an orienting concept. Findings: Interestingly, both classrooms were fairly procedural in their mathematics focus; however, the classrooms challenged logics of individualism, racialized and gendered hierarchies of mathematics ability, and carceral pedagogy. Teachers supported Black student autonomy in terms of both behavior and intellectual contribution, and specifically positioned Black girls as experts and highlighted collective responsibility for peers’ mathematics learning. Conclusions: Although the classrooms did not display the cultural competence or sociopolitical consciousness foundational to culturally relevant pedagogy, the Black teachers did challenge traditional logics found in mathematics classrooms. Through a focus on collectivity, autonomy, and competence, the relational ways in which teachers positioned Black girls ran counter to logics that too often frame them as incapable mathematically.

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Bad Boys: Public Schools in the Making of Black Masculinity

Cited by 31 publications

References 0 publications

A Convergent Parallel Mixed-Methods Study of Controversial Issues in Social Studies Classes: A Clash of Ideologies

A Convergent Parallel Mixed-Methods Study of Controversial Issues in Social Studies Classes: A Clash of Ideologies

Teacher interventions to student misbehaviors: The role of ethnicity, emotional intelligence, and multicultural attitudes

Successful Black Mathematics Teachers Building Collectivity, Autonomy, and Mathematics Expertise of Their Black Girls

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