Literaturnachweis - Detailanzeige
| Autor/in | Capers, K. Jurée |
|---|---|
| Titel | The Role of Desegregation and Teachers of Color in Discipline Disproportionality |
| Quelle | In: Urban Review: Issues and Ideas in Public Education, 51 (2019) 5, S.789-815 (27 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Capers, K. Jurée) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0042-0972 |
| DOI | 10.1007/s11256-019-00505-6 |
| Schlagwörter | Racial Composition; Discipline Policy; Hispanic Americans; African American Teachers; Minority Group Teachers; School Districts; School Segregation; Equal Education; Educational Practices; Teacher Attitudes; School Desegregation; Whites; Teacher Characteristics; Decision Making; Role |
| Abstract | Scholars note the multitude of ways that the continual shifts in the racial composition of schools affect students, but fewer studies consider the implications of such shifts for teachers. This study uses 3 years of data from an original survey of the 1800 largest school districts to examine the effect of segregation on teachers and their implementation of discipline policies. Specifically, it asks "do teachers in desegregated districts implement policies differently from their colleagues in segregated school districts?" The findings reveal that Black and Latino teachers in segregated school districts implement discipline policies more equitably than teachers in desegregated school districts. However, White teachers in segregated and desegregated school districts do not differ substantively in their implementation of discipline policies. The research holds implications for understanding the salience of school desegregation in shaping teachers' decisions and its role in contemporary discipline disproportionality. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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