ERIC Number: ED262115
Record Type: RIE
Publication Date: 1985-Apr-1
Uneasy Alliances: Black Males, Teachers, and Peers in Desegregated Classrooms.
Six desegregated first grade classrooms in predominantly white working-class communities near a large Midwestern city were observed in order to explore ways in which black males' school experiences differ from those of other students. Twenty percent of the 139 students in the classrooms were black males. Of the six teachers, all of whom were female, three were white and three were black, with the black teachers in charge of the classes with heavier black enrollment. The observations concentrated on: (1) teacher's perceptions of these students; (2) interactions between teachers and black males; and (3) black males' experiences in peer networks. Major findings include the following: the teachers observations were that the black males had poor academic skills on the whole, were a potential behavior problem, and exhibited estrangement and posed a vague threat. Black male student and teacher interactions were more limited than for other students, black males resisting out of class chats with teachers nearly two to four times as often as other students. Black males were also less attentive to the teachers, which led to teachers' feeling that the students were unready for the work. Black males' peer interactions were, in comparison to other students, more central to their schooling experience. They were more insular; gaining status among peers was more important; and group unity was greater and caused tension with the teachers. (CG)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the annual meeting of the American Educational Research Association (Chicago, IL, April 1, 1985).