Introduction
The phenomenon of teachers citing Black boys for “behavioral issues” starting in 4th grade has been a persistent problem in American education for decades. Research has shown that students of color, particularly Black boys, are disproportionately disciplined and suspended for behavior that would not lead to such punishment for white students. This trend is not only concerning for the individual students who are impacted but also for the broader implications for education as a whole. It raises questions about the role of cultural differences in student behavior and how educators can address these issues in a way that is fair and equitable for all students.
In this article, we will explore the research on the phenomenon of teachers citing Black boys for “behavioral issues” and the possible cultural differences that may contribute to these behaviors. We will also examine the role of educators in addressing these issues and strategies for creating a more equitable learning environment.
Keywords:: Racial disparities in school discipline, Cultural differences in student behavior, Black Boys and Behavioral Issues
Research has consistently shown that Black boys are disproportionately disciplined and suspended in American schools. According to a report by the U.S. Department of Education, Black students make up just 16% of the student population but account for 31% of students referred to law enforcement and 27% of students subjected to a school-related arrest. Black boys, in particular, are three times more likely to be suspended or expelled than their white peers (U.S. Department of Education, 2014).
One explanation for this phenomenon is the implicit bias that many educators may hold. Implicit bias refers to the unconscious attitudes or stereotypes that people hold, which can impact their perceptions and actions towards others. Research has shown that implicit bias can impact the way educators perceive and respond to student behavior, particularly in the context of race and gender (Goff et al., 2014). This means that educators may be more likely to perceive Black boys’ behavior as threatening or disruptive, even when it is not.
Another possible explanation for this phenomenon is the intersectionality of race and poverty. Many Black students attend schools in high-poverty areas with limited resources, which can lead to higher levels of stress and trauma. This can manifest in behavioral issues that are related to trauma, such as aggression or defiance (Kunjufu, 2011). However, instead of addressing the underlying causes of these behaviors, educators may focus solely on the behaviors themselves and resort to punitive measures.
Racial Disparities in School Discipline
The racial disparities in school discipline are not limited to Black boys. Students of color, in general, are more likely to receive harsher discipline than white students. According to the same report by the U.S. Department of Education, Black students are 3.8 times more likely to receive one or more out-of-school suspensions than white students, and Native American students are 2.6 times more likely (U.S. Department of Education, 2014).
One possible explanation for these disparities is the cultural mismatch between educators and students of color. Students of color may come from different cultural backgrounds that emphasize different values and norms than those of mainstream American culture. For example, students from collectivist cultures may place a greater emphasis on group harmony and may be less likely to challenge authority figures, while students from individualistic cultures may prioritize self-expression and may be more likely to speak out or assert themselves (Pekrun & Elliott, 2017).
These cultural differences can lead to misunderstandings and miscommunications between students and educators. For example, a student from a collectivist culture may appear disengaged or uninterested in class, but in reality, they may be hesitant to speak out or draw attention to themselves, sometimes referred to as “sticking me out”. An educator who is not aware of these cultural differences may interpret student’s behavior as problematic or disrespectful and respond with disciplinary action, which can exacerbate the cultural mismatch and lead to further misunderstandings.
Furthermore, the punitive approach to discipline may not align with the cultural values and norms of students of color. Some cultures may prioritize community and restorative justice over individual punishment, which can lead to a disconnect between the disciplinary practices of the school and the cultural expectations of the students and their families (Pekrun & Elliott, 2017).
Cultural Differences in Student Behavior
Understanding and addressing cultural differences in student behavior is essential for creating a more equitable learning environment. However, it is important to note that not all behavior can be attributed to culture. While cultural factors may play a role in shaping students’ attitudes and behaviors, they are not deterministic. Students of all cultures are capable of exhibiting a wide range of behaviors, and it is essential to approach each student as an individual with their own unique experiences and perspectives.
That being said, there are some cultural differences that educators should be aware of when working with students of color. For example, some cultures may value respect for authority figures, which can manifest in students being less likely to challenge their teachers or speak out in class (Pekrun & Elliott, 2017). Other cultures may prioritize collectivism over individualism, which can lead to a different approach to conflict resolution and a preference for group harmony over individual expression (Kunjufu, 2011).
Educators can work to address these cultural differences by creating a more culturally responsive and inclusive learning environment. This includes valuing and respecting students’ cultural backgrounds and experiences, incorporating diverse perspectives into the curriculum, and providing opportunities for students to share their own cultural traditions and customs with their peers (Gay, 2018).
Conclusion
The phenomenon of teachers citing Black boys for “behavioral issues” starting in 4th grade is a persistent problem in American education that has far-reaching implications for students of color. Research has shown that implicit bias, poverty, and cultural differences all play a role in shaping student behavior and disciplinary practices.
To address these issues, educators must develop a deep understanding of their students’ cultural backgrounds and work to create a more culturally responsive and inclusive learning environment. This includes valuing and respecting students’ cultural traditions and customs, incorporating diverse perspectives into the curriculum, and providing opportunities for students to share their own experiences and perspectives with their peers.
By taking a more holistic and culturally informed approach to education, we can create a more equitable and just learning environment for all students. It is essential that educators continue to educate themselves on these issues and work to dismantle the systemic barriers that perpetuate racial disparities in school discipline.
Addendum: Institutional Racism and the Targeting of Marginalized Students of Color
While cultural differences certainly play a role in shaping student behavior and disciplinary practices, it is important to recognize that institutional racism also plays a significant role in targeting marginalized students of color. This includes the presence of police in urban schools serving Black and Brown students, which is often disproportionate to their presence in more affluent white schools.
Research has shown that the presence of police in schools can have negative effects on students’ self-image and sense of belonging. For example, studies have found that Black and Brown students are more likely to perceive police as a threat to their safety and well-being, and are more likely to feel criminalized and stigmatized as a result of their presence (Gregory et al., 2010; Skiba et al., 2011).
Furthermore, the presence of police in schools has been linked to harsher disciplinary practices and increased rates of suspension and expulsion, particularly for students of color. This can have far-reaching consequences, including lower academic achievement, increased dropout rates, and greater involvement in the juvenile justice system (Gonzalez, 2015).
In addition to the presence of police in schools, institutional racism can manifest in other ways, including biased disciplinary policies and practices, unequal access to resources and opportunities, and implicit bias on the part of educators and administrators.
For example, studies have found that Black and Brown students are more likely to be suspended and expelled for similar behaviors as their white peers, and are less likely to have access to advanced coursework and extracurricular activities (Losen & Skiba, 2010). Additionally, educators and administrators may hold implicit biases that contribute to lower expectations and less supportive interactions with students of color (Gershenson et al., 2018). This has been called the Pygmalion Effect and refers to situations where high expectations lead to improved performance and low expectations lead to worsened performance.
To address these issues, it is essential that educators and administrators work to dismantle systemic barriers that perpetuate racial disparities in school discipline and opportunity. This includes implementing restorative justice practices that prioritize community building and conflict resolution over punishment, providing professional development on implicit bias and cultural responsiveness, and addressing the root causes of poverty and inequality that disproportionately affect students of color (Noguera, 2015).
In conclusion, while cultural differences certainly play a role in shaping student behavior and disciplinary practices, it is important to recognize that institutional racism is a significant factor in targeting marginalized students of color. By addressing these issues head-on and working to create a more equitable and just learning environment for all students, we can help to break down the systemic barriers that perpetuate racial disparities in education and beyond.