In this empirical study, the authors draw on classroom observations and interviews with twenty-three Black male ninth graders in an urban district to focus on the nature of disciplinary practices in an all-Black, all-male manhood development class. While scholars have identified the "discipline gap" as a salient aspect of the experience of Black male students in schools, few studies offer insight into the nature of disciplinary practices in spaces that Black male students view as supportive and positive. Existing studies also rarely capture African American male student perceptions of classroom and school discipline at the high school level. Utilizing Althusser (1971) and Leonardo (2005) to theorize about the racialized nature of discipline in schools, The Authors Find That A Reframing of Discipline Within This Alternative Setting Provides A Counternarrative to How Black Male Students Are Typically Perceived to Respond to Sch. Discipline. the Authors Argue That, Led by A hero Teach., the Manhood Devmt. Class Functions As An Example of transformative Resist. , Changing How Black Male Students Perceive Themselves.
|Original language||English (US)|
|Number of pages||24|
|Journal||Harvard Educational Review|
|State||Published - Jan 1 2013|
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