ERIC Number: EJ1416456
Record Type: Journal
Publication Date: 2024
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0887-8730
EISSN: EISSN-1838-8101
Abandonment in the Classroom: Urban Education, Internalized Racism, and the School-to-Prison Pipeline
Ramarra Garrett; Rachel Radina; Chalena Beasley
Teacher Educator, v59 n1 p7-21 2024
This qualitative study used BlackCrit theory to elucidate how white supremacist thinking plays out in Black teachers' perceptions of and practices with students with chronic disciplinary patterns. Black teachers' perceptions of Black students are critical to understand because Black students experience disciplinary actions, classroom push-outs, and special education referrals at a disproportionate rate. Internalized racism and racial battle fatigue are consequences of racism experienced by Black educators. Their daily experiences with racism impact how they interact with and view their Black students.
Descriptors: At Risk Students, Racism, African American Teachers, Teacher Attitudes, Behavior Problems, Student Behavior, African American Students, Disproportionate Representation, Urban Schools, School Policy, Discipline, Special Education, Students with Disabilities, Discipline Policy, Social Justice, Prevention
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A